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Approved by the faculty February 9, 1976. Revisions approve= d by the faculty March 22, 2010.
Decisions about reappointment, tenure, and promotion at Col= gate University are based on the quality of performance in three areas: tea= ching, scholarship, and service to the University. Colgate University seeks= a faculty of teacher-scholars of high quality. Excellence in teaching is t= he most important consideration. Yet excellence in teaching, though necessa= ry, is not alone sufficient for retention or advancement; it cannot compens= ate for scholarship that is not of high quality. Similarly, no degree of ex= cellence in scholarship and service to the University can compensate for te= aching that is not of high quality. Service to the University is the third = area of consideration. Different candidates may contribute to the Universit= y in different ways, but service of high quality is expected of all.
While performance in these three areas will govern decision= s on all levels of retention and advancement, it should be understood that&= nbsp;reappointment, tenure, and promotion represent different kinds of comm= itment on the part of the University and that expectations will consequentl= y vary with the decision under question. It should further be understood th= at these decisions, especially those involving promotion with tenure, are m= ade on a highly selective basis. In decisions about promotion to Associate = Professor with tenure, excellence in teaching and scholarship are the princ= ipal criteria, while service is a third, though less, important criterion. = Candidates for promotion to Full Professor are expected to demonstrate exce= llence in teaching and in scholarship, and to have made significant service= contributions to the University. The relative weighting of scholarship, te= aching, and service may be different in decisions for promotion to Full Pro= fessor than in decisions for reappointment and tenure because tenured facul= ty may contribute to the University in ways that differ from pre-tenure fac= ulty. The goal of the university is to promote qualified candidates between= six and ten years after tenure; earlier promotion is contingent upon = a record of outstanding scholarly achievement.
1.&nbs= p;Teaching Teaching is a complex task that helps stude= nts gain knowledge, understanding, and skill in an academic subject or disc= ipline, and enables students to use ideas and think for themselves in a lib= eral, open-minded manner. Its evaluation requires consideration of several = characteristics which should be reflected in the instructor=E2=80=99s perfo= rmance:
Colgate considers teaching to be a professional commitment = on the part of the instructor. Enthusiasm for teaching need not be overtly&= nbsp;demonstrative. A quiet and deliberative manner may serve as well as a = more dramatic approach, but there should be evidence of a sustained interes= t in teaching as a vocation.
An instructor should also be an effective teacher. Though d= ifficult to measure, effectiveness should include an ability to inspire ent= husiasm in students for the discipline and for independent work, an ability= to convey central insights into the subject, and an ability to evaluate fa= irly and constructively the work of students, while maintaining high standa= rds of excellence, as well as the ability to teach in a fashion that both r= eflects and encourages the spirit of critical intellectual inquiry and disc= ourse consistent with principles of academic freedom and intellectual integ= rity.
The instructor should possess knowledge and mastery of the = discipline. The instructor=E2=80=99s teaching should reflect both depth and= breadth: a responsibility to the best and most rigorous work in the s= ubject, as well as to the broader outlines of the discipline, including its= connection with the liberal arts in general.
These qualities of teaching should be evident in department= al courses, as well as all other courses taught in the Colgate program.
Since the quality of teaching is an important criterion for= reappointment, tenure, and promotion, solid evidence of it must be secured= . Departments and programs are responsible for evaluating teaching through = a variety of methods and adhering to their Peer Review of Teaching and= Mentoring policies, which should be reviewed every three years (see <= a href=3D"/wiki/spaces/FH/pages/2031660/G.+Decisions+on+Reappointment%2C+Pr= omotion%2C+and+Tenure#G.DecisionsonReappointment,Promotion,andTenure-chap3s= ecg3" data-linked-resource-id=3D"2031660" data-linked-resource-version=3D"6= 3" data-linked-resource-type=3D"page">Section G.3.). Tenured colleagues= should be in a position to assess the classroom effectiveness of the instr= uctor, particularly if they have participated in team-taught courses, atten= ded several of the instructor=E2=80=99s classes, or discussed various appro= aches to teaching with the instructor. Tenured members of the department an= d directors of other University programs in which the instructor participat= es should comment on the candidate=E2=80=99s knowledge of the discipline as= a whole (in addition to the candidate=E2=80=99s specialty), capacity to co= ntribute courses that effectively articulate departmental or programmatic n= eeds and objectives, and willingness to work with students in classroom fun= ctions, in advising, and outside of class.
Students are in a position to provide important evidence on= teaching. Student evaluations of teaching from recent semesters form an im= portant part of the dossiers of members of the faculty who are being c= onsidered for reappointment, continuous tenure, or promotion. In the evalua= tions, students are asked to describe the effort they put into their course= s, how the teaching contributed to their intellectual growth and developmen= t, and to comment on the specific strengths and weaknesses of the teaching = in the course. These evaluations, which reflect student perception, provide= evidence regarding the degree to which the instructor=E2=80=99s teaching i= s challenging, demanding, and effective. They are one of several indicators= of teaching quality. Additional evidence bearing upon the quality of an in= dividual=E2=80=99s teaching may include the following: course development, = curricular revision in a department or program, or pedagogical innovation; = participation in Core, interdisciplinary courses, or First-Year Seminars; t= eaching on study groups; directing senior theses, independent studies, or u= ndergraduate research; incorporating service learning. As always, the stand= ard of judgment in evaluating contributions of these kinds must be one of p= rofessional excellence.
Departments may also attempt to obtain outside evaluations = of teaching excellence. Examples include student performance after graduati= on and evaluations of course-related materials prepared by the instruc= tor. In addition, colleagues within the University might be asked to evalua= te the individual=E2=80=99s contributions within the University which bear = upon the qualities of teaching excellence discussed above.
2. Scholarshi= p Colgate University expects that its faculty will be productive s= cholars of high quality. Scholarship is important in its own right for the = advancement of knowledge; it is important also in the institution=E2=80=99s= role as a leader of the educational community and for the improvement of t= eaching, as a means by which teaching is continually refreshed and revitali= zed. The quality of a candidate=E2=80=99s scholarship, therefore, is anothe= r important criterion for reappointment, tenure, and promotion.
In its highest form, scholarship denotes original research = in a scholarly field or discipline, or its equivalent expression in the cre= ative arts. At this level, research seeks to advance the frontiers of = the field or provide new insights into old problems and dilemmas. Scholars = seek to make the results of their research available to professional collea= gues for their evaluation and judgment through publication. In music, theat= er and the visual arts, performances and exhibitions are among the means by= which artists present their work to a critical audience of professional co= lleagues. Publication of original research in scholarly journals, chap= ters in edited volumes, monographs, book-length studies, edited volumes, in= tegrative work that makes a genuine theoretical contribution to a fiel= d, and presentation of papers at scholarly conferences, serve to insure tha= t faculty members have a continuing involvement with their professional pee= rs and that their scholarly work has been subjected to the criticism and in= sights of those best able to evaluate it.
Scholarship may also be reflected in publications that exam= ine pedagogical aspects of one=E2=80=99s scholarly field or interpret one= =E2=80=99s scholarly field to a general audience, or in activities suc= h as editing a journal or reviewing manuscripts. Textbooks and other public= ations that synthesize the original research of others provide evidence of = scholarship. Scholarly activities such as editing a journal serve to ensure= that faculty members have an ongoing connection with their professional pe= ers.
The evaluation of the quality of scholarship is made in a n= umber of ways. In all cases the University should seek evidence appropriate= to each discipline. Members of the department should be asked to evaluate = a candidate=E2=80=99s published and unpublished work, which may include wor= k presented in divisional colloquia and departmental seminars. I= n the creative and performing arts, published reviews play a particular rol= e in providing evidence of the quality of professional activity. Awards and grants to support scholarly research and creative activity m= ay be yet another measure of evaluation of scholarly endeavors by a candida= te=E2=80=99s professional colleagues. In the creative arts, evidence of the= quality of professional activity should be gathered from department peers,= members of similar departments at other institutions, other artists in the= same field, or published reviews.
Departments are asked to evaluate the quality of venues in = which the faculty member=E2=80=99s work has appeared. Department chairs or,= where appropriate, division directors should solicit confidential eva= luations of a candidate=E2=80=99s scholarly work from professional peers ou= tside the University. The candidate should be informed of the individuals w= ho are being asked to make such evaluations. The procedures for soliciting = external evaluations of scholarship depend on the type of review being cond= ucted. For promotion cases brought forward beyond the 15th year after tenur= e, the candidate, in consultation with the division director and department= chair, shall have the option of selecting external reviewers who are appro= priate for the appraisal of their scholarship after tenure. Specific proced= ures can be found in the guidelines (approved by the Committee on Promotion= and Tenure and the Dean=E2=80=99s Advisory Council) that are sent to candi= dates and departments each year by the Dean of Faculty.
3. Service A faculty member contributes t= o the life of the University outside of the classroom in a number of ways = =E2=80=94 as a colleague, adviser, administrator, counselor, and participan= t in campus decision-making and governance. Such contributions are vital to= Colgate as a residential college. The quality of a candidate=E2=80=99s ser= vice to the University community therefore constitutes a third important cr= iterion for reappointment, tenure, and promotion.
Some types of service are very closely related to the teach= ing function. Advising students, whether academic, vocational, or personal,= is an important responsibility of each faculty member. The accessibil= ity of faculty members and their willingness to serve as undergraduate advi= sers help to distinguish the learning environment at Colgate. Furthermore, = participation in departmental, divisional, and college-wide programs of lec= tures, seminars, colloquia, performances, exhibitions, readings, study grou= ps, field trips, and the like enriches the entire intellectual life of the = University. It is expected that faculty members will help develop library a= nd laboratory resources in their field.
A faculty member exists among colleagues. All members of a = department contribute to the scholarly and intellectual growth of the other= s =E2=80=94 by reading one another=E2=80=99s papers, exchanging views = on issues of common professional concern, discussing scholarly books and ar= ticles. The common educational enterprise unites departmental colleagues in= various ways, as in planning a departmental curriculum, recruiting new fac= ulty members, working with concentrators, developing honors programs, etc.;= candidates interact with colleagues outside their departments in interdisc= iplinary endeavors, including the Liberal Arts Core Curriculum program. Bei= ng a good colleague is important to developing and maintaining mutual respe= ct, openness, and scholarly commitment.
Service on the various committees, commissions, task forces= , planning groups, etc. is a normal part of each faculty member=E2=80=99s d= uties at the University. Activities that support the University=E2=80= =99s goal of fostering a diverse and inclusive community are a valued compo= nent of service. Service is also valuable when extended beyond the campus. = Activities such as serving as an officer in a scholarly organization or org= anizing a conference session, or advancing primary or secondary education, = contribute to the intellectual community and bring recognition to the Unive= rsity. In such broader community service, as in direct service to the insti= tution, judgment should be based on the quality of an individual=E2=80=99s = contribution.
Considerable flexibility is needed in evaluating a candidat= e=E2=80=99s service to the University community because of the great variet= y of activities that are subsumed under this term. Departmental collea= gues should be asked to evaluate the candidate=E2=80=99s contributions to t= he work and intellectual life of the department. Others in the University (= or, perhaps, beyond it) in positions to evaluate the candidate=E2=80=99s co= ntributions in other areas should be asked to do so by the department chair= or division director. Care must be taken at all levels to insure that the = evaluations of the quality of the candidate=E2=80=99s service are fair and = based on adequate evidence and that the academic and personal freedoms of e= ach faculty member have been preserved.