Guidelines for Second Promotion of TCPL Faculty Members

Teaching

Most TCPL faculty promoted to the highest rank have taught either a wide range of different courses, a high number of enrolled students, and/or numerous sections of courses since their last promotion.  Many also have spearheaded innovative pedagogical approaches or curricular development within their department. They also use multiple measures on a continuing basis – e.g., at least one per year.  It is clear that they take these evaluations seriously, reflect on them, and use them to make improvements.  In addition to conducting formal evaluations using the University’s What Do You Think platform, these faculty take advantage of numerous midterm evaluation measures, such as Small Group Instructional Diagnosis (SGID), Student Assessment of their Learning Gains (SALG), Peer Review of Teaching, or the CWSEI Teaching Practices Inventory. Many of these measures can be administered online and without additional staff or financial resources. A list and description of these measurement tools can be found on the Center for Teaching Excellence website.

Advising

If a TCPL faculty member has been assigned advising responsibilities, the faculty member should list the number of students that they have been assigned as advisees since their last promotion as well as evidence for excellence in advising, such as achieving Level A or master advisor status or data from advisor evaluations. Contact Associate Provost Jeffrey Wanko (wankojj@MiamiOH.edu) for information on advisor development and evaluation.

Service

Successful candidates for this promotion point who are assigned service responsibilities are able to show an intentional and high-impact service record. Their service may come in multiple forms: institutional, professional and community engagement. Not only do they serve on or chair departmental, divisional and University committees focusing on such topics as curriculum, co-curriculum, grade grievances, assessment, student awards, governance, or searches for visiting or TCPL faculty, but some  also serve in departmental leadership roles such as chief departmental advisor, coordinator of assessment activities, or internship coordinator. TCPL also serve on university committees, such as University Senate or Senate-related committees, or they play significant roles in university centers, such as becoming trained as an SGID facilitator and conducting SGIDs on a regular basis. Some may also  serve community-based organizations or industry as appropriate to their field. In addition to participating actively in service opportunities within the department (and often beyond), it is critical that the faculty member document the contributions that they made to these committees or service opportunities, including an explanation and evidence of the impact of their service. Documentation may include: results of any formal assessment or evaluation undertaken of the project or activity; work products or documents that illustrate the nature of the work and its impact; documentation of curriculum or other changes in teaching, practices and policies that resulted from the service; surveys of students, community partners or other stakeholders related to the survey; media reports or other public recognition of the service work; letters from stakeholders; assessment reports and data. See the Guide to Service for more information on documenting quality indicators and impact of service.    

Examples of Distinction or Excellence

  • Receiving internal and external grants related to teaching or service responsibilities

  • Directing an academic program such as a major, minor, or concentration and demonstrating its success via assessment measures

  • Serving as an exemplary course coordinator for a highly enrolled, multi-section course that had positive outcomes related to student learning

  • Completing the OER Adopt Program, including assessment of the use of open educational resources and presenting the OER to other colleagues in the department or professionally

  • Overseeing the department’s or program’s assessment activity (assessment plan and annual reports) and receiving positive feedback on the quality of work from the Provost’s Office

  • Presenting on teaching or service-related activities at regional or national conferences

  • Taking a leading role in spearheading a new curricular or pedagogical approach in the department and mentoring other faculty to adopt that approach

  • Winning a divisional, university, regional or national award related to teaching or service

  • Taking a leading role in curricular development (new course or program) or in making significant revisions to curricula in the department, including conducting market research, benchmarking or other research to design the curriculum

  • Receiving an advising award or receiving outstanding feedback from advisees on an advising survey

  • Publishing in a peer-reviewed outlet relating to scholarship of teaching or scholarship related to community engagement or other service responsibility

  • Attaining measurable outcomes that demonstrate significant impact in advancing alumni engagement, career counseling or mentoring of visiting or TCPL faculty

  • Organizing major developmental, University or other events, such as a conference, regional workshop, colloquium that received positive reviews

  • Undertaking a leadership role within the department, division or profession, spearheading a significant improvement, and receiving positive reviews