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Non-Tenure Promotions

Use the link below to view the application

Application for Promotion: TCPL Faculty [PDF]

Table of Contents

Introduction

The Teaching, Clinical Professors and Lecturers (TCPLs) Policy states that appointments to Teaching Professor, Clinical Professor, Lecturers and Clinical Lecturer (TCPL) faculty positions at the rank of assistant are made on an academic year basis. If not renewed, the TCPL faculty member will be given notice of non-reappointment by February 15. An assistant TCPL faculty member is eligible to receive, but not entitled to expect, annual renewal of the appointment. No person shall serve more than five (5) academic years as an assistant TCPL. Following an application for promotion and a comprehensive evaluation and review in the fourth year, a TCPL faculty member may be promoted to the associate level. If not promoted, the TCPL faculty member will be given one full year's notice of non-reappointment before July 1. A faculty member who fails to achieve promotion may reapply for promotion during their terminal 5th year. In the event the faculty member does not apply for, nor achieve promotion during their terminal 5th year, their employment will cease at the end of their terminal year.

The Teaching, Clinical Professors and Lecturers (TCPLs) Policy  states that faculty being considered for promotion to the associate rank are responsible for assembling and submitting a dossier, not to exceed 20 pages, of accomplishments and relevant supporting materials to their department or program (when appropriate). The dossier should be in accordance with these dossier guidelines for and demonstrate the following criteria:

  1. High quality teaching;
  2. Academic advising (if assigned);
  3. Service;
  4. Professional collegiality

The dossier is to be evaluated by the department or program, the chair and/or program director, and the academic dean. If there is a positive recommendation for promotion from the department or program , the chair and/or program director or the academic dean, the dossier will advance to the Provost for consideration and decision. Appointments at the rank of associate are renewable in three (3) year increments. Faculty members are entitled to one (1) full year academic year's notice of non-reappointment by July 1.

The The Teaching, Clinical Professors and Lecturers (TCPLs) Policy  states that faculty holding the rank of associate may apply for promotion to the rank of full Teaching Professor/Clinical Professor or senior Lecturer/Clinical Lecturer, as applicable after three (3) years from their first promotion. The dossier should be in accordance with these dossier guidelines for TCPL and demonstrate the following criteria:

  1. Cumulative record of high quality teaching;
  2. Cumulative record of high quality academic advising (if assigned);
  3. Continued service;
  4. Distinction or excellence in some area of pedagogy or service. 

The dossier is to be evaluated by the department, or program the chair and/or program director, and the academic dean. If there is a positive recommendation promotion from the department or program , the chair and/or program director or the academic dean, the dossier will advance to the Provost for consideration and approval. Appointments at the rank of full or senior are renewable in five (5) year increments. Faculty members are entitled to one (1) full year academic year's notice of non-reappointment by July 1. 

This document provides guidelines for assisting candidates in making the case for promotion and aiding those who must evaluate the candidates and make promotion recommendations and decisions. The guidelines are aids to, rather than substitutes for, the professional judgment of the candidate’s colleagues.

The dossier & evaluation guidelines for Teaching, Clinical Professors and Lecturers (TCPL) faculty are reviewed and approved each year by University Senate.

Preparatory Steps

To facilitate the professional development and position the TCPL faculty member for promotion to the associate level, the TCPL faculty member will develop, in concert with their department chair, a philosophy of teaching and service , and emanating from that philosophy an agenda or plan of activities. This plan should be tailored to the specific professional expertise of the faculty member and the needs of the curriculum, program/department, division, and students. Plans must be approved by the dean and provided to Departmental and Divisional Promotion and Tenure committees as annual reports and dossiers are evaluated. Plans must be approved by the dean.

Plans will be flexible and open to revision, assuming faculty member, departmental, and divisional agreement. Department chairs or program directors will  revisit the faculty member’s plan and goals as part of the annual review process.

The PDP plan should articulate:

  • A statement of teaching and service philosophy and its potential value
  • The “academic fit” with the faculty member’s expertise (as a teacher and advisor and as participant in the institution)
  • Realistic objectives aligned with the criteria for the next level of promotion.

The construction of a successful teaching/service agenda may be a multi-year effort and typically involves:

  • Assessment of the challenges and needs within the served department, division, or University;
  • Alignment of those needs with the faculty member’s skills, knowledge, and promotion criteria;
  • Building of relationships and opportunities for teaching, service and collaboration.

Engage in Ongoing Documentation

TCPL faculty members should consider documentation as an ongoing process, rather than a summary of outcomes, making it a continuous process with regular feedback from colleagues. Throughout their career at Miami, they should focus on documenting their individual contributions while providing context to the teaching and service activity, balancing attention between process and impact, and clarifying the intellectual questions that guided their teaching and service responsibilities. Below are some possible sources to maintain on a regular basis:

Personal Evaluation

Examples of valued documentation include but are not limited to:

  • Reflective critique of process, outcomes, and the alignment of the teaching and service activity with the mission of department, division, and institution.

Internal Documentation

Examples of valued documentation include but are not limited to:

  • Results of any formal assessment or evaluation undertaken of teaching or service
  • Documentation of curricular, assessment, or other teaching innovations
  • Minutes of meetings, letters or memos that document processes and show the impact of a faculty member’s teaching, advising, or service-related practices

External Documentation

Examples of valued external documentation of service and teaching include but are not limited to:

  • Peer review letters or other feedback from clients or sponsors, administrators or colleagues who engaged in or observed teaching, advising or service activities
  • Media reports, awards or other public recognition of teaching or service
  • Other evidence of impact

Examples of unsatisfactory documentation

  • A simple listing of courses, committees, responsibilities or organizational affiliations
  • Assertions of merit based upon time on task rather than specific results
  • Evidence of outcomes but no evidence of individual role
  • Failure to show how service work is consistent with teaching or advising development and goals or how it is aligned with departmental, divisional or University needs

Dossier Preparation

Note: You do not need to enter information for each item on the outline. TCPL faculty should address the following questions in the dossier (not to exceed 20 pages):

Clear Goals

  • Does the dossier state the basic purposes of the teaching and service work clearly?
  • Does the dossier define objectives that are realistic and achievable?
  • Does the dossier identify important teaching-related questions in the field?

Significant Results

  • Does the dossier demonstrate the extent to which the teaching and service agenda’s goals were achieved?
  • Does the dossier document the impact of the teaching in multiple ways and the impact of the service work?

Reflective Critique

  • Does the faculty member critically evaluate his or her work?
  • Does the faculty member bring an appropriate breadth of evidence to the critique?
  • Does the faculty member use evaluation to improve the quality of future work?

Summary Outline for Dossier Core

(See below for detailed information about the items in this outline.)

I. Introduction

  • Summary of Candidate's Educational and Professional Experience
  • Teaching and Service Philosophy

II. Teaching and Academic Advising

  • Classroom Teaching
  • One-on-One/Small Group Teaching
  • Non-Credit Workshops and Continuing Education Instruction
  • Development of Pedagogical Methods and Course Delivery
  • Curriculum Development
  • Service-learning, Interdisciplinary Activities, Inquiry-Based Activities, or Study Abroad Activities
  • Academic Advising
  • Instructional Currency and Professional Growth as a Teacher or Advisor
  • Professional Development

III. Service

  • Service to the University
  • Service to Students
  • Service to the Discipline or Field in Terms of Teaching or Advising
  • Student Recruitment and Retention
  • Community Engagement
  • Community Outreach
  • Awards and Recognition for Service
  • Professional Development

Detailed Format for Dossier Core

I. Introduction

A. Summary of the Candidate’s Educational and Professional Experience

B. Teaching and Service Philosophy

II. Teaching and Academic Advising

A. Classroom Teaching

1. Undergraduate and graduate courses taught

List each course taught since your date of hire. Include: courses taught in chronological order by semester and year; course number, title, and number of credit hours; official course enrollment; percentage of course you taught based on proportion of total student contact hours in course; brief explanation of your role, if not solely responsible for course, including TA supervision, course management, team teaching, etc. Do not include in this list independent studies, credit workshops, continuing education, or other non-credit courses.

2. Evaluation of teaching

Describe carefully how the quality of your teaching has been evaluated (e.g., student evaluation of teaching, peer review, departmental surveys of former students) and how you have used these multiple measures of evaluation to improve the quality of instruction.

A report of the completed evaluation forms for classes evaluated by students should be provided. Include, at a minimum, a summary of responses from the six university-wide common questions. The summary for each course evaluations should specify the course number, title, date and student response rate for the evaluations.

Other evaluations of teaching, such as peer evaluations, exit interviews, critiques of syllabi, self-evaluations, or letters from former students solicited by the chair/program director, may be included.

3. Awards and formal recognition for teaching

Identify commendations you have received for recognized excellence in teaching. These awards may include citations from academic or professional units (department, division, university, professional association) which have formal procedures and stated criteria for outstanding teaching performance.

B. Non-Credit Workshops and Continuing Education Instruction

Some departments or divisions may describe these activities as professional service.

Summarize the major instructional activities (workshops, non-credit course, etc.) which you have conducted since your date of hire. Identify your role in the instruction and the number of participants. Provide participant evaluations if available.

C. Development of Pedagogical Methods and Course Delivery

Give specific examples of new teaching methods (e.g., creation, adoption or adaptation of affordable and open educational materials), materials, or course delivery mechanisms (e.g., on-line or hybrid) you developed. A summary evaluation of these activities should be included in the chair’s/program director’s letter.

D. Curriculum Development

Give specific examples of your involvement in curriculum development and/or assessment (e.g., your role in the design and implementation of new or revised courses; creation of new programs; your role in assessment data collection or analysis and how it was used to document or improve student learning).

List and describe efforts to enhance diversity or cultural awareness in courses you teach. Include descriptions of new course materials and/or approaches.

E. Service-learning, Interdisciplinary Activities, Inquiry-based Activities, or Study Abroad Activities

Give specific examples of the incorporation of service-learning activities, interdisciplinary activities, inquiry-based activities, intercultural learning experiences, or study abroad activities into your courses. List courses developed or taught that have any special designation in one or more of these categories.

 

F. Instructional Currency and Professional Growth as a Teacher or Advisor

Describe your goals for engagement in any teaching and advising improvement activities. List Scholarship of Teaching and Learning (SoTL) publications as well as participation in workshops, symposia, professional conferences, CTE (Center for Teaching Excellence) programs, one-on-one mentoring activities that were geared to developing expertise in teaching and advising. Identify certificates earned, if any. Discuss how new ideas/insights gained were implemented into your pedagogical and advising practices.

G. Professional Development

Describe and reflect on previous activities and strategies used, as well as plans for the future, to develop and maintain effective teaching and academic advising skills.

III. Service

For significant service activities, please describe the service, its impact, your involvement or contribution, and indicate how the quality of the service can be assessed.

Documentation must effectively represent service activities and products in a way that enables evaluators to apply the quality indicators. Types of documentation differ based on the kinds of service, the constituencies served, the types of products created during the service, and other factors.

A. Service to the University

Indicate dates and degree of responsibility. Include brief description and the outcomes that resulted from your involvement/work.

  • Departmental committees
  • Division or University committees
  • Administrative positions held.
  • Other administrative services to/for the University
  • Other special assignments
  • Service on committees or initiatives related to the enhancement of diversity or cultural awareness at the university

Examples of “Service to the University” may include:

  • Contributing as a member or leader of a task force to address an issue facing the campus or university community
  • Assisting Students in gaining admission to graduate or professional schools or gaining employment.
  • Participating as an elected member in faculty governance
  • Participating in faculty governance activities
  • Serving as a chief departmental advisor or University Studies advisor
  • Chairing a committee
  • Helping a committee to meet its goals
  • Contributing to a search committee for a TCPL faculty or staff member
  • Bringing new campus or university initiatives to fruition
  • Representing the university in a public media forum

B. Service to Students

  • Advisor to student groups and organizations.
    Identify name of group or organization and specific responsibilities as advisor. Include estimate of approximate time spent per week in such advising.
  • Other student services
    Summarize participation in student affairs programs such as fireside discussion, lectures to student groups outside your department, addresses or participation at student orientation. Identify other involvements with or services to students not covered in the above categories.
  • Awards or formal recognition for service to students
    Cite commendations received as recognition for contributions to student affairs, such as election to student honoraries.

C. Service to the Discipline or Field in Terms of Teaching or Advising

  • Offices held in professional societies
    List organizations in which office was held or service performed and dates of service. Describe the nature of the organization: i.e., open or elected membership, honorary, etc. Indicate awards received
  • Participation in state or regional, national or international programs or special assignments.
    List specific activities (e.g., panel discussant, session chair, respondent). Include brief description
  • Continuing education instruction, if not included under teaching.
  • Other professional service, if not included elsewhere, such as reviewer of proposals or manuscripts related to the scholarship of teaching, author of scholarship of teaching and learning, author of disciplinary research, scholarship or creative activity, or external examiner.
    Examples of “Service to the Discipline or Field” may include (but are not limited to) the following:
    • Serving as an appointed or elected officer of an academic or professional association related to teaching or advising within the discipline or field
    • Serving as an organizer or leader of workshops, panels, or meetings in areas of teaching or advising within the discipline/profession
    • Participating in professional accreditation activities
    • Contributing to a journal or conference to remain current in teaching, advising or one’s field/discipline
    • Refereeing manuscripts or grant proposals submitted to teaching journals and professional meeting program committees
    • Presenting at appropriate professional meetings or conferences
    • Establishing professional or academic standards related to teaching

D. Student Recruitment and Retention

  • Identify time and effort spent in new student recruitment, including development of materials, phone and email contact, on-campus meetings, portfolio review, auditions, etc.
  • Describe activities or efforts related to retention of students or student success.
  • Describe special activities related to student recruitment contributing to the diversity of the student body.

E. Community Engagement

Community engagement involves activities that contribute to the public welfare beyond the university community and call upon the faculty member’s expertise as scholar, teacher, or administrator. Community engagement demonstrates the principals of reciprocity and mutuality; it meets a need defined by the community, not merely created out of the interests of the faculty member. Note outcomes as a result of your participation, efforts, and involvement within relevant categories.

Collaborative efforts with schools, industry, or civic agencies

Consulting with private or public, profit or non-profit organizations where your expertise has enhanced the efficiency or effectiveness of the organization served

  • Efforts to assist the public through a university clinic, hospital, laboratory, or clinic
  • Efforts to make research understandable and usable in specific professional and applied settings, including any research presentations or workshops in nonacademic contexts
  • Public scholarship, such as blog posts related to your expertise, newspaper op-eds, media interviews (radio, television, magazine), etc.
  • Efforts to test concepts and processes in real-world situations
  • Evaluating programs, policies, and personnel for agencies
  • Involvement in seminars and conferences that address public interest problems, issues, and concerns and that are aimed at either general or specialized audiences such as trace, commodity, practitioner, or occupational groups
  • Participation on government or social service review panels
  • Involvement in economic or community development activities
  • Engagement activities related to the enhancement of diversity or cultural awareness in the community

F. Community Outreach

Community outreach involves fulfilling a role in the wider community as an active representative of the campus or university. Volunteerism and acts of good citizenship do not in themselves constitute community outreach unless they are undertaken as part of one’s professional responsibilities to the institution. The distinction between engagement and outreach has primarily to do with the extent to which the activity involves disciplinary expertise applied to real-world issues (engagement) versus serving as the institution’s representative in a community setting (outreach).

  • Involvement in recruitment or informational visits to area high schools
  • Participation or membership on civic boards where your membership specifically represents university participation in the organization
  • Work in creating or maintaining specific and directed community outreach efforts
  • Outreach activities related to the enhancement of diversity or cultural awareness in the community.

G. Awards and Recognition for Service

List here even if they are repeated in another section

  • Internal
  • External

H. Professional Development

Describe and reflect on previous activities and strategies used, as well as plans for the future, to develop and maintain meaningful service.

Contact Us

Office of the Provost
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501 E. High St., Oxford, OH 45056
513-529-6721
Academic Personnel Center for Teaching Excellence Miami Online MUASAA Office of Liberal Education University Senate