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Post Tenure Review

Department of Communication Sciences & Disorders

Philosophy

Subsequent to the award of tenure, the performance review of a faculty member provides a mechanism to gauge the productivity of the individual and should help to encourage a high level of sustained performance. The purpose of the post tenure review evaluation is to assess whether the tenured faculty member is making a contribution consistent with that expected of tenured faculty members. These contributions can vary widely in terms of individual professional responsibilities. They can include administrative duties, teaching in more than one program, substantial advising responsibilities, or direct clinical service. In each and every case, the focus of the review needs to be commensurate with the specific professional responsibilities assigned to the faculty member.

The areas to be covered in the post-tenure review should be based on the faculty memberís assigned duties, as determined by position, responsibilities, and in negotiation with the Dean. It should address the faculty memberís performance in teaching, research/artistic activities, extension/professional practice (if part of the individual´s role), institutional service and other direct and indirect contributions to the university community and its mission, as well as achievements in scholarships. Post-tenure evaluations are made on the basis of criteria and factors such as those listed below.

Teaching

Tenured faculty are expected to teach a reasonable course load each term, except when on leave or sabbatical. Clinical supervision is considered part of a faculty memberís teaching load. In a two year cycle, faculty will maintain an average of 2.5/6 on the ďsmall lectureĒ course evaluation form, OR an average of no more than 3.5 on the "TABS" course evaluation form, OR a similar score on any other course evaluation form, in addition, the following indicators may be taken into account:

Additional Teaching Indicators

 

  • Direction of graduate student Plan B, thesis or dissertation research
  • Member of graduate student advisory committees
  • Evidence of high quality in class preparation, interaction, and accomplishments
  • Coordination of multi-section courses
  • Service as departmental undergraduate or graduate advisor
  • Significant self-development activities leading to enhanced teaching effectiveness
  • Evidence of high quality clinical supervisory performance
  • Development of new courses or major revision of existing courses
  • Development of innovative pedagogical methods and materials

 

Scholarly Activities

In a 2 year cycle, faculty will show evidence of at least two of the following indicators (may be 2 different or 2 the same) OR show other evidence of scholarly activity:

 

  • Indicators of Scholarly Activity
  • Submission of work to a journal
  • Publication of work in a journal
  • Actively designing a project, collecting data, and/or analyzing data
  • Service as a reviewer for a major referred journal or as an ad hoc reviewer for a national research organization.
  • Publication of a chapter in a scholarly book
  • Presentation of a paper at a national, regional, or state meeting
  • Publication in proceeding of a conference or professional meeting
  • Significant self-development activities, such as a Faculty Development
  • Leave, that lead to increased scholarly activity and publication effectiveness
  • Publication or funding resulting from collaborative efforts with a professional in another field.
  • Submission of a grant application for funding for research and/or a special project

 

Service

In a two year cycle, faculty will show evidence of at least two of the following indicators (may be 2 different or 2 the same), OR other evidence of service to the department, university, or community:

Indicators of Service:

 

  • Officer in a national, regional, or state professional organization
  • Program or committee chair for a regional or state professional meeting
  • Service as an active member of the Campus Assembly and/or campus committee
  • Service on a University, college, and departmental committee or task force
  • Service as consultant to a business, governmental, or community agency
  • Advisor to a student organization
  • Administrative role within the department
  • Directing the Departmentís consulting, continuing education, and outreach to the public
  • Direct client service in campus clinic(s)