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PROPOSED GUIDELINES FOR FACULTY EVALUATION

College of Veterinary Medicine & Biomedical Sciences Texas A&M University

June, 2009 Proposed Revisions: Summer, 2012

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INTRODUCTION

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Attainment of the University and College goals of excellence and national prominence requires

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the recruitment, development, and retention of an outstanding faculty. Evaluation guidelines and

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reward structures for faculty members to support these goals are essential. This document is

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designed to provide a means to promote and thus retain faculty members whose excellence

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makes them beneficial members of the academy, while providing them with stability of

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employment.

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The goals and objectives of the University, College, departments, and individual faculty

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members are dynamic. Thus, it is neither desirable nor feasible to specify a universally

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applicable set of detailed or temporally bounded evaluative criteria. It is, however, both desirable

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and feasible to establish a general set of evaluation guidelines and criteria congruent with the

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long-range goals and objectives of the College.

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Employment in an academic institution assumes a unique approach to professional life. This

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includes a commitment to excellence in a chosen field, a thirst for new knowledge, a desire to be

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scholarly and creative, and a commitment to organizational goals and mandates within the

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University and among a broader national and international community of scholars. Professional

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integrity and concern for the common good are hallmarks of the academician/professorate.

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Each faculty member is expected to develop a scholarly and balanced approach to his or her

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specialty. Duty assignments will be made with full recognition of the legitimate requirements of

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the agencies and other administrative units that may share in salary compensation. For those with

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academic responsibilities requiring year-round duty assignments, twelve-month appointments are

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expected. For others, nine-month appointments may be appropriate.

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Policies at Texas A&M University (TAMU) are governed by Texas A&M University System

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(TAMUS) Policies, TAMUS Regulations, and TAMU Rules, all of which comprise the System

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Policy Administrative Manual. Among TAMU Rules, the TAMU statement on Academic

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Freedom, Responsibility, Tenure, and Promotion is the most important for faculty evaluation.

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These documents are interpreted on a regular basis by the Dean of Faculties and by the Provost.

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The sections that follow are devoted to discussing general guidelines for career development,

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tenure and promotion, and merit compensation decisions for tenure-track and non-tenure-track

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faculty members in the College of Veterinary Medicine & Biomedical Sciences (CVM).

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FACULTY TRACKS AND RANKS

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The nature of a faculty member’s contribution is expected to vary as a function of skills,

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interests, assigned responsibilities, and stage of career development. This document does not

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seek to specify a single formula for faculty contribution. However, it is possible to describe

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model patterns of emphasis that are most likely to lead to career development and to favorable

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College evaluations.

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Non-tenure track faculty appointments include the [Adjectival] Professorial ranks and the

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Lecture track. Within the [Adjectival] Professorial track, there are the Professional Track, which

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includes adjectival designations such as “Clinical”, “Educator”, and the Research Track, which

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includes the adjectival designation “Research”.

 

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I.

Tenure Track

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“Tenure” means the entitlement of a faculty member to continue in his or her academic position

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unless dismissed for cause. A specific system of faculty tenure undergirds the integrity of each

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academic institution; it is awarded to individuals in recognition of their demonstrated

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capabilities, and reflects continued worth to the College in anticipated intellectual development

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and performance. The awarding of tenure is a means to certain ends. Specifically, it allows the

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tenured individual freedom of teaching and scholarship, along with a sufficient degree of

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economic security to make academia attractive to men and women of ability. As Clawson wrote:

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The fundamental rationale for the tenure system has been to promote the long-term development

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of new ideas and to challenge students’ thinking

Tenure is needed to provide faculty the

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freedom to pursue long-term risky research agendas and to challenge conventional wisdom. 1

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Tenure is granted only after a rigorous review of an individual’s academic citizenship, teaching,

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and scholarship. This document outlines the process by which the tenure-track individual attains

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tenure at the CVM at TAMU, along with the requirements and benchmarks by which the

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individual will be judged for tenure and subsequent promotions.

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II.

Non-Tenure Tracks

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Departments may make non-tenure track faculty appointments when programmatic needs can

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best be met by appointing persons whose academic responsibilities would make appointments to

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the Tenure Track inappropriate. The faculty of the College recognizes the vital contributions all

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faculty members make to the mission of the CVM and the VMTH, and is committed to a full

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partnership to the extent that University policies permit. This partnership includes mechanisms

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for promotion, career advancement, and job stability. Decisions on promotion of non-tenure

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track faculty members must take into account their unique job descriptions and allow for

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evaluation and recognition of their contributions to the College and profession.

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A.

Professional Tracks

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The Professional Track is offered to accommodate the diverse contributions of the College

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faculty. This track includes those individuals who hold appointments in the

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Clinical Track,

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Educator Track or

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Other adjectival tracks (excluding Research Track)

1 Dan Clawson, Tenure and the future of the university. Science 324: 1147-1148, 2009

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In this document, these will be collectively referred to as “Professional Track.”

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B.

Research Track

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Research Track faculty title will primarily be expected to make significant contributions to

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scholarly research or creative work and to contribute to teaching. These faculty members have no

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obligation to teach regular courses and should not have significant, reoccurring classroom

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teaching assignments.

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Evaluation of Research Track faculty members is normally the responsibility of the faculty

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supervisor, and not the Department Head. University guidelines for appointment, reappointment,

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and promotion of Research Track faculty members are provided in a document, “Research

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Professor Hiring Guidelines” from the Dean of Faculties. However, the promotion procedures

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outlined in this document will apply to faculty members seeking promotion in the Research

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Track.

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C.

Senior Lecturer and Lecturer.

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Senior Lecturer and Lecturer are non-tenure track appointments for faculty members whose

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primary responsibility is teaching and who are not required to consistently make significant

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contributions in scholarship or academic citizenship. The promotion procedures outlined in this

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document will also apply to faculty members seeking promotion in the Lecturer Track.

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III.

Transfer between Tenure and Non-Tenure Tracks

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Individuals who received an initial tenure-track appointment may apply for an open, advertised

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non-tenure track position should the latter be available. Faculty members initially appointed to

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non-tenure track positions may similarly apply for open tenure-track positions. Such applications

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will be evaluated by the same processes as any other applicant for such a position. If a non-

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tenure track faculty member is subsequently appointed to a tenure-track position, his or her

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probationary period will start at the time consistent with University regulations for tenure-track

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appointments.

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Faculty members may also be hired by a department into a non-tenure track with the expectation

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of moving into the tenure track by title change. In such cases, the conditions of hire and

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expectations for title change are stipulated by the Department Head in the letter of hire. The

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change of title from non-tenure track to tenure-track is initiated by the Department Head and

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requires a review and formal recommendation by the departmental Promotion and Tenure

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Committee, followed by approval by the CVM Dean and the Dean of Faculties.

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FACULTY EVALUATIONS

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Judgment as to a faculty member’s full worth and value requires broad consideration of the

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individual’s contributions. Considerations regarding tenure, promotion, and financial reward for

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faculty members must be made on the basis of merit and overall value added by the individual to

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the enterprise of the academy. Consistent with TAMU policy, it should be emphasized that

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excellence and the potential for continued excellence in performance are of primary importance.

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Decisions as to tenure, promotion, and merit compensation will be based upon:

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(I)

academic citizenship,

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(II)

teaching, and

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(III) scholarship,

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as defined in this document, particularly in, but not necessarily limited to, one’s own discipline.

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Faculty members will be evaluated on accomplishments according to their appointment.

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I.

Academic Citizenship

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Academic Citizenship is defined as a measure of one’s commitment and ability to work

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effectively and cooperatively with others in achieving the missions and mandates of the

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department, College, University, and profession through service. The two dimensions of

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Academic Citizenship are (1) collegiality and (2) academic and professional service.

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A. Collegiality

 

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Support of the missions of the department, College, University, and of their professional

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programs is important in the practice of good academic citizenship. Personal qualities such as

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integrity, leadership, objectivity, candor, fairness, accountability, and willingness to cooperate

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are vital. Faculty members must seek to maintain open communications with diverse colleagues

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and administrators, and must work toward solutions of shared problems. The College considers

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the matter of collegiality so essential that, in the absence of collegiality and good academic

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citizenship, other evidences of academic excellence will not suffice to offset this deficiency in

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the pursuit of tenure and promotion. There should be no effort by the College to discourage

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debate or disagreement on policies; rather, it is vital to foster and maintain an environment

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conducive to vigorous debate and inquiry. Faculty disagreement with colleagues and

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administrators is not to be taken as evidence of lack of collegiality but should proceed in a

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manner consistent with civil debate, avoiding personal attacks and promoting resolution of

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differences.

 

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Evidence of collegiality may include but is not limited to:

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recognizing and responding to the needs of colleagues and/or the department, and

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assisting in times of sickness or other circumstances in which there may be special needs.

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actively and effectively striving to achieve departmental and College goals and mandates

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engaging in activities that foster national and international collaboration.

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engaging in activities that benefit others apart from oneself (Examples include accepting

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reasonable amounts of committee work commensurate with one’s academic rank,

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engaging in or initiating activities that benefit others, and making reasonable adjustments

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that accommodate others or enhance the greater good of the group.).

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engaging in the creation of a University culture requiring appropriate attention to safety

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and compliance.

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voicing dissenting views in a manner and setting that tend to lead toward resolution;

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balancing skepticism and opposition with willingness to compromise and to work toward

148 satisfactory solutions; the individual avoids engaging in personal attacks as a means of

149 dealing with colleagues.

150 making personal contributions to the public mission of the University to forward its

151 programs for the public good.

152 engaging in activities that foster diversity and interaction among students and colleagues

153 from different cultures, beliefs, and backgrounds.

154 B.

155 The CVM must effectively serve a number of constituencies to achieve state, national, and

156 international prominence; a variety of service roles can contribute to attainment of that goal.

157 Additionally, the contribution a faculty member may make by serving on key committees is

158 essential to the day-to-day functioning and progress of the College, the University, and the

159 profession of veterinary medicine. The amount and nature of the faculty member’s service

160 contributions are likely to differ as a function of the individual’s skills, interests, and stage of

161 career development; however, all faculty members are expected to participate in some service

162 activities as a responsibility of their academic citizenship.

163 Evidence of effectiveness in academic service activities may include but is not limited to:

164 actively serving on departmental, College, and University committees and task forces.

165 recruitment and/or mentoring students of diverse cultures, beliefs and backgrounds.

166 actively serving as a committee member in local, state, and national professional

167 organizations.

168 contributing to external developmental efforts.

169 promoting national and/or international experiences for students.

170 serving as an advisor to student organizations.

171 serving in administrative roles within the department or College.

172 consulting with industry and client groups.

173 actively participating in K-12 outreach and research especially at the local, state, or

174 national level.

175 actively participating in productivity measures by College/department.

176 actively participating in publications based upon community-based projects.

177 actively participating in partnerships initiated with corporate/community organizations,

178 including funded research, training programs, and development of coursework.

179 serving on a mentoring committee for junior faculty

180 Evidence of excellence in academic service may include but is not limited to:

181 serving as an officer, committee chairman, or board member in a national or international

182 professional organization in one’s discipline.

183 serving as an effective chair of a committee within the department, College, or

184 University.

185 serving as an effective member of one of the College’s important and time-consuming

186 committees, such as Selections, Curriculum, or Tenure and Promotion committees.

Academic and Professional Service

187 effective and significant service on state, national or international commissions, task

188 forces, committees, or boards.

189 attraction of significant external development support.

190 significant community or national service in an organization with programmatic

191 importance to the veterinary profession or biomedical sciences.

192 consultation with national or international government offices or programs.

193 significant and effective mentorship of house officers, graduate students, and young

194 faculty members.

195 selection for University, College, or professional association outstanding mentoring

196 awards.

197 service as an editor of a major journal.

198 service on the board of editors for major journal(s).

199 service as a grant/contract reviewer for research organizations, institutions or foundations

200 (e.g., NIH, NSF, USDA).

201 II. Teaching

202 The University and College emphasize effective teaching in all faculty evaluations, with the

203 exception of faculty members in the Research Track. In the CVM, teaching occurs in a wide

204 variety of settings such as lecture halls, conference rooms, laboratories (both student labs and

205 research labs), hospitals, and numerous off-campus venues. Teaching takes place literally 24

206 hours a day. For example, faculty members in the Veterinary Medical Teaching Hospital care for

207 patients constantly, and many research projects call for data collection and mentoring graduate

208 students at all hours of the day and night, as well as on weekends and holidays. Our students

209 include undergraduates, professional (DVM) students, graduate students, interns, residents, and

210 post-doctoral students. Thus, teaching is central to our mission, and effective teaching is required

211 of all members of the CVM faculty, other than those in the Research Track. All faculty members

212 are expected to contribute in the area of instruction and student development, to continuously

213 strive to improve their teaching effectiveness, and to contribute to the development of the

214 College’s instructional programs. Accomplishment in teaching is an important consideration in

215 decisions on merit compensation, tenure, and promotion.

216 Evidence of effectiveness in teaching may include but is not limited to:

217 positive evaluations in exit interviews with graduating students.

218 positive evaluations in feedback evaluations from employers of former students.

219 positive evaluations in results of postgraduate questionnaires to evaluate knowledge and

220 preparation through the curriculum.

221 teaching in a course within one’s discipline that involves students from two or more

222 colleges.

223 evidence of rigorous and equitable grading.

224 development of assessment tools to measure student learning outcomes.

225 coordination of multi-disciplinary courses.

226 development of new course(s), Honors courses, or major revisions of existing courses.

227 teaching in interdepartmental and/or interdisciplinary program courses.

228 teaching in freshman seminar courses with UGST (Undergraduate Studies) prefix.

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serving as a member of thesis/dissertation committees.

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direction of independent student research.

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promotion of mentoring of colleagues in teaching methodologies and teaching quality.

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introduction of outcomes assessments for course or program evaluation in the veterinary

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or graduate curriculum.

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mentoring and training residents who pass certifying examinations.

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completion of programs/workshops resulting in improved teaching methods.

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significant self-development activities leading to enhanced instructional effectiveness.

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introduction of current and emerging instructional methodologies and technologies to the

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professional, undergraduate, and graduate curricula of the CVM.

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development of innovative pedagogical materials, strategies for active learning, peer-to-

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peer learning, and collaborative approaches in teaching into the curriculum at the CVM.

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development of pedagogical approaches to enhance student engagement and to optimize

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student learning outcomes.

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introduction of practices to evaluate the engagement of students in a critical analysis of

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course material, or which evaluate their involvement in research or scholarly activity.

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promotion of the engagement of members of the teaching community in the

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collaborative, scholarly examination of their practice as teachers.

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assistance in development of a campus and veterinary school-wide culture of evidence-

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based approaches to evaluation and improvement of academic programs.

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Evidence of excellence in teaching may include but is not limited to:

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outstanding evaluations based on classroom visitation by department heads, peers, or

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external evaluators.

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outstanding evaluations of teaching performance by students.

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selection for University, College, or professional association outstanding teacher awards.

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participation in development of questions for NAVLE or specialty board examination.

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contribution to new instructional program development.

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serving as a chair of Master’s thesis and Doctoral dissertation committees.

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publications with authorship by trainees (undergraduate, graduate, professional, or post-

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doctoral).

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evidence of successful career paths of former graduate students and post-doctoral fellows.

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obtaining external grant support for classroom and laboratory teaching or course

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development.

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III. Scholarship

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The College expects that all faculty members will demonstrate a significant level of scholarship,

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particularly those presenting as candidates for tenure and promotion. Scholarship is broadly

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defined; however, to be most effective, faculty members should have broad-based knowledge as

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well as focused, discipline-based expertise.

269 Scholarship Defined. Scholarship is defined as creative intellectual work that is validated by

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peers and communicated.

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Citing Shulman, Glassick

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states

271 that to be scholarship, the work must meet these criteria:

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284 For CVM purposes, the scholarship of application is defined as the scholarship of applied

285 medical sciences.

The work must be made public.

The work must be available for peer review and critique according to accepted standards.

The work must be able to be reproduced and built on by other scholars.

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:

It encompasses or includes the following four categories, adapted from Boyer

scholarship of discovery, or the creation of new knowledge;

scholarship of integration, whereby the relationships among isolated facts are

compiled, elucidated, and given perspective;

scholarship of application, which includes the practice of one’s art, science, or

discipline and the development of technology and methods to improve diagnosis

and/or therapy;

scholarship of teaching, which is distinct from effective or excellent teaching.

286 A.

287 High-quality research and publication are fundamental to attaining the goals of academic

288 excellence and national prominence. Faculty contributions to the body of knowledge are critical

289 to our academic reputation for excellence.

290 Original research should normally be considered as evidence only after acceptance for

291 publication. A given achievement should not be counted as an accomplishment justifying

292 advancement of a faculty member if it has been employed in earlier justifications, except in the

293 obvious sense of counting as part of a cumulative record. One permissible exception to this

294 general rule is the occasional instance in which a scholarly or creative work increases

295 considerably in stature and importance after its initial publication. In such instances, the increase

296 in stature must be shown through such evidence as reviews and significant citations.

297 Individual contributions as well as collaborative, interdisciplinary, and multidisciplinary research

298 and publication are all valued; however, individuals are encouraged to develop a balanced

299 publication record. External funding of research will be an indicator of excellence when such

300 research contributes to the body of knowledge and/or to student development and not as an end

301 in itself.

The Scholarship of Discovery

2 Weiser, C.J. The Value System of a University - Rethinking Scholarship, and Oregon State University Promotion and Tenure Guidelines. Office of the Provost, Oregon State University, Corvallis, OR 1995.

3 Glassick, C.E. Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad. Med. 75:877-880, 2000.

4 Boyer, E.L. Scholarship Reconsidered. Priorities of the Professorate. The Carnegie Foundation for the Advancement of Teaching. Princeton, NJ 1990. pp 1-147

302 Accomplishment in research and publication is an important component in decisions on merit

303 compensation, tenure, and promotion.Evidence of effectiveness in the scholarship of discovery

304 may include but is not limited to:

305 active participation in a University landmark area of research or CVM Signature

306 Program.

307 active participation in research within a University-recognized center or institute (can be

308 a TAMUS component center or institute if the University is a recognized partner) that is

309 either interdisciplinary or multidisciplinary.

310 publication of technical reports or monographs.

311 presentation of papers at professional meetings.

312 publication of papers in proceedings of regional professional meetings.

313 service as an ad hoc reviewer for major refereed journals.

314 clear contribution to the research of others.

315 direction of independent student research.

316 publication of case reports in refereed journals.

317 Evidence of excellence in the scholarship of discovery may include but is not limited to:

318 recognition from peers in the field, e.g., fellowships, research awards, publication awards,

319 invitations to present keynote or plenary addresses at national or international meetings.

320 publications in the leading refereed journals of appropriate disciplines.

321 favorable citation index listing of research publications.

322 significant competitive external funding for research.

323 effective contribution to an interdisciplinary or multidisciplinary project that has garnered

324 significant national attention (as demonstrated by funding, publications, or other special

325 national recognition) in which investigators from multiple TAMU colleges or outside

326 universities are involved.

327 key participation in forming collaborative arrangements with industry.

328 publication of critically acclaimed book(s).

329 significant intellectual publication in patents and royalty/licensing agreements.

330 service as an editor of a major journal.

331 service on the board of editors for major journal(s).

332 service as a grant/contract reviewer for research organizations, institutions or foundations

333 (e.g., NIH, NSF, USDA).

334 B.

335 The CVM serves diverse constituencies within the University as well as locally, within Texas,

336 nationally, and internationally. The goals of and the constituencies served by efforts in the

337 scholarship of teaching, discovery, and clinical application are characterized elsewhere. Less

338 intuitively definable, but no less crucial to the visible role and image of our College, are the

339 goals and audiences of the scholarship of integration.

340 The goal of the scholarship of integration is to consider new knowledge within the context of, or

341 in contrast to, extant concepts (so-called “current wisdom”) and to interpret, clarify, explain, and

Scholarship of Integration

342 place it in new or alternative perspectives to enhance its appreciation and fruitful application by

343 potential users and beneficiaries. Therefore, the scholarship of integration is closely related to

344 and dependent upon that of discovery, application, and teaching, yet transcends them

345 individually and in their various combinations. The scholarship of integration is characterized by

346 the synthesis and communication of novel perspectives and understandings of the relevance of

347 current and emerging knowledge and technology.

348 The target publics or audiences of the scholarship of integration vary widely and are expectedly

349 more diverse and eclectic than those of the other categories of scholarship. They may include,

350 but are not limited to: veterinary practitioners; research scientists; teachers; specialists in clinical

351 and non-clinical disciplines; students in the various medical and related fields; affiliated health-

352 care workers; patrons and agencies which provide grants to support research, teaching, and

353 clinical institutions and projects; and various broadly or narrowly defined subsets of the patient

354 or client pool.

355 Scholars whose primary efforts are those of discovery, teaching, or clinical application may find

356 challenge and increased productivity through a variety of scholarly integrative activities.

357 Evidence of effectiveness in the scholarship of integration may include but is not limited to:

358 authorship of review articles.

359 service on editorial and manuscript review boards of scholarly, refereed journals.

360 preparation and presentation of professional continuing education programs.

361 preparation and presentation of public information and service programs with the goal of

362 increasing public awareness of medicine-, public health-, animal disease-, or other health-

363 related topics.

364 Evidence of excellence in the scholarship of integration may include but is not limited to:

365 coordination of or participation in interdisciplinary or multidisciplinary investigations

366 and projects, including a variety of international programs.

367 authorship of a textbook or major textbook chapters.

368 authorship of invited review articles.

369 editorship or associate editorship of scholarly, refereed journals or bulletins.

370 recognition, acceptance, adoption, and application of the scholar’s integrative

371 contributions by others, e.g., use or review of electronic media by other institutions or

372 scholars.

373 evidence of leadership of or contributions to successful team efforts at the interface with

374 multiple medical or other academic disciplines.

375 originality and significance of accomplishments in synthesis and communication of new

376 understanding of, perspectives on, and uses of information.

377 C.

378 The responsibility of promoting animal health, public health, and food safety gives the CVM a

379 unique and visible role relative to other colleges within TAMU. There may be no other area

380 within the College that offers such diverse and far-reaching public relations opportunities for the

The Scholarship of Applied Medical Sciences

381 University and for the profession of veterinary medicine as does excellent and compassionate

382 patient care. The term “applied medical sciences” is here defined to mean all professional

383 activities related to the diagnosis, treatment, and prevention of animal disease. This includes

384 direct management of the patient but also management of materials collected from patients, i.e.,

385 those activities commonly carried out by such professionals as diagnostic pathologists,

386 microbiologists, radiologists, and parasitologists. The professional who renders patient care

387 serves as a role model for students entering veterinary medicine; therefore, patient care is closely

388 entwined with teaching but may be measured by different parameters.

389 Accomplishment in applied medical sciences is an important consideration in decisions on merit

390 compensation, tenure, and promotion.

391 Evidence of effectiveness in the scholarship of applied medical sciences may include but is not

392 limited to:

393 board certification in a specialty college related to the individual’s professional role.

394 an ability to receive and manage an appropriate number of cases to balance the needs of

395 teaching students with the referral needs of veterinarians within the State of Texas.

396 evidence of satisfactory performance in veterinary patient management or diagnostic

397 support services, (This may be documented by letters from clinical colleagues, house

398 officers or graduate students, student evaluation, and by evidence of client satisfaction.)

399 an ability to communicate information about a patient effectively and in a timely fashion

400 to animal owners and referring veterinarians.

401 Evidence of excellence in the scholarship of applied medical sciences may include but is not

402 limited to:

403 recognition within the state, region, and nation as an authority in a particular diagnostic

404 or therapeutic area related to veterinary medicine, (Such recognition is likely to be

405 reflected by requests for consultation by colleagues, presentations at national specialty

406 group meetings, and peer group recognition.)

407 requests by individuals from other institutions to train with the individual.

408 evidence of excellent performance in veterinary patient management or diagnostic

409 support services (This may be documented by letters from clinical colleagues, house

410 officers, or graduate students, by student evaluation, and by evidence of client

411 satisfaction.).

412 development of new techniques, strategies, or modes for the prevention, diagnosis, and

413 management of disease.

414 application of new techniques, strategies, or modes for the prevention, diagnosis, and

415 management of disease.

416 self-development and organizational activities leading to significantly enhanced

417 efficiency and productivity within a clinical or diagnostic service.

418 D.

419 The importance of high-quality teaching is explicitly recognized in the College goals of

420 excellence and national prominence. In addition to the demonstration of effectiveness or

The Scholarship of Teaching

421 excellence in teaching as described in Section II above, faculty members may elect to pursue the

422 scholarship of teaching as his/her area of scholarly achievement. Scholarship of teaching may

423 involve research to assess existing or new pedagogical methodologies or the creation and sharing

424 of new pedagogical methodologies or materials.

425 Faculty engage in educational scholarship by both drawing upon resources and best practices in the field

426 and by contributing resources to it. Documentation begins by demonstrating that an educational activity

427 product is publicly available to the education community in a form that others can build on. The product

428 may be available at the local level—in the department, medical school, or university—or at the regional,

429 national, or international level. Once a product is public and in a form that others build on, peers can assess

430 its value to the community applying accepted criteria. 5

431 Evidence of effectiveness in the scholarship of teaching may include but is not limited to:

432 sharing of knowledge about teaching within departmental or College-wide faculty

433 groups.

434 introduction of innovative pedagogical methodologies that are adopted by other faculty

435 members within the College.

436 introduction of outcomes assessments for course or program evaluation in the veterinary

437 or graduate curriculum that are disseminated or used at the department or College level.

438 Evidence of excellence in the scholarship of teaching may include but is not limited to:

439 external publication of instructional materials, e.g., case scenarios, textbooks, or

440 electronic instructional materials.

441 publication in leading peer-reviewed journals about appropriate veterinary and graduate

442 educational modalities and techniques and their evaluation.

443 favorable citation index listing in teaching research publications.

444 extra-mural recognition for contributions to the advancement of teaching, such as

445 presentations at national or international conferences, invitations to serve as a consultant,

446 service on editorial boards of prestigious journals in the chosen area of teaching

447 scholarship, and invitations to present keynote or plenary national and international

448 meetings concerning education.

449 faculty appointment in non-CVM departments that have a strong program in the chosen

450 area of teaching scholarship.

451 recognition from peers in the field, e.g., fellowships and awards.

452 significant extra-mural funding for research on issues of importance in teaching.

453 publication of critically-acclaimed chapters, books, or comparable electronic materials

454 about education.

455 dissemination of teaching materials at national workshops, with the materials cited by

456 other programs.

5 Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR. Advancing educators and education: defining the components and evidence of educational scholarship. Proceedings from the American Association of Medical Colleges Group on Educational Affairs Consensus Conference on Educational Scholarship, 9–10 February 2006, Charlotte, NC. Washington DC: AAMC 2007.

457 introduction of innovative pedagogical methodologies that are adopted outside the

458 College.

459 editorship or associate editorship of a major journal in the chosen area of teaching

460 scholarship.

461 PERSONNEL POLICIES

462 TAMU Rules and Guidelines relevant to faculty evaluation and promotion are contained in

463 University Rule 12.01.99.M2 (“University Statement on Academic Freedom, Responsibility,

464 Tenure, and Promotion”) and in the “Tenure and Promotion Packages: Submission Guidelines”,

465 issued annually by the Dean of Faculties.

466 Strengths of the tenure and promotion policies and procedures as presented here lie in the

467 involvement of faculty and other peer groups for counsel and advice. This is a vital part of the

468 process. Tenure and promotion decisions, however, cannot be made solely by majority rule; thus,

469 department heads and the Dean are charged with making independent decisions and

470 recommendations that may differ from faculty recommendations, stating clear reasons for such

471 variances if they exist.

472 I.

473 Criteria for effectiveness and excellence in academic citizenship, teaching, and scholarship apply

474 to all faculty members. The weighting of the criteria will be based on the faculty member’s

475 appointment and effort of assignment.

Criteria for Renewal, Tenure and Promotion in the CVM

476 Criteria by Rank

A.

477 Assistant Professor or Adjectival Assistant Professor

478 Depending on the appointment and assignment, primary emphasis should be placed on achieving

479 excellence in teaching and scholarship, with attention to academic citizenship. Section 4.4.3.2 of

480 University Rule 12.01.99.M2 delineates the minimum requirements for promotion to Associate

481 Professor, which apply equally for promotion to Associate Professional Track Professor in the

482 CVM. Individuals employed with the future completion of board certification in a specialty

483 and/or completion of advanced degrees as a stipulation of continued employment will be

484 expected to satisfy these goals prior to promotion to Associate Professor.

1.

485 2.

486 Emphasis for the tenure-track individual should be placed on further development of scholarship

487 within categories recognized by the College, i.e., the scholarship of discovery, integration,

488 teaching and applied medical sciences. For the professional-track individual, emphasis should be

489 placed on further accomplishments in their assigned roles. This personal and professional

490 development is expected to result in recognized leadership and exemplary accomplishments in

491 the individual’s specialty area. For those with major clinical roles, continued clinical excellence

492 is expected, along with the continued development of leadership in a specialty area. Associate

Associate Professor or Adjectival Associate Professor

493 professors will be expected to exhibit increased evidence of academic citizenship and

494 collegiality, as well as excellence and effectiveness in their assigned responsibilities and a

495 sustained, consistent record of increasing excellence in the chosen area(s) of scholarship

496 (teaching, discovery, integration, and applied medical sciences). Associate professors aspiring to

497 the rank of Professor must document effectiveness in instruction (and clinical contributions as

498 appropriate). Tenure-track individuals must also demonstrate leadership as a scholar through a

499 strong publication record. The minimum requirements in Section 4.4.3.3 of University Rule

500 12.01.99.M2 also apply.

501 3.

502 Continued excellence and national recognition are required in at least one of the areas of

503 scholarship: discovery, integration, teaching, and applied medical science. Leadership in the

504 pursuit of excellence and national prominence are required of professors. Such leadership can be

505 manifested in a variety of ways, such as continued major contributions to the body of knowledge;

506 contribution to the development of junior faculty; excellence in applied medical science;

507 evidence of exemplary academic citizenship and collegiality; and excellence in instruction and

508 student development. While there will likely be great heterogeneity in the nature of contributions

509 of professors, sustained excellence in scholarship is expected for the tenured Professor. Merit

510 compensation will be the primary means of recognizing such excellence.

Professor or Adjectival Professor

511 B. Tenure

512 Academic tenure is granted to those individuals who, as a result of thorough evaluation, are

513 believed capable of earning the rank of Professor in accordance with these guidelines. Personal

514 qualities, professional knowledge and competence, and standards of professional integrity are

515 important factors. The individual must give promise of a continuing high level of productivity

516 and scholarly activity.

517 The basic, but not the only, questions to be asked when the record of an individual is reviewed

518 prior to the granting of tenure are:

519 Does this person have the highest level of competence that can be obtained for the

520 position at hand?

521 Is this an individual whose personal qualities, professional knowledge and competence,

522 and standards of professional integrity measure up to the level desired for TAMU?

523 Does the individual offer an area of specialization not currently represented on the

524 tenured faculty or provide desired reinforcement in an area of significance? Is the field of

525 specialization germane to the programs of TAMU?

526 C.

527 All initial appointments to TAMU faculty positions, except for those faculty members who were

528 granted tenure on arrival, are one-year appointments (unless an exception is requested by the

529 Department Head and approved by the College Dean and the Dean of Faculties and Associate

530 Provost). Tenure and promotion evaluations will be based on cumulative contributions and

531 expected continued contributions. Considerable additional contributions should be accumulated

Time Perspective

532

following promotion prior to being considered for additional promotion. A record of sustained,

533

consistent excellence is essential. There is no required minimum time in one rank before

534

promotion to the next rank may occur.

535

Tenure Track. The usual probationary period for tenure is seven years. Expectations will

536

be stipulated in the agreement of employment. Credit may be given for tenure-track

537

experience at another university. Recommendation for tenure will normally be made

538

during the mandatory tenure consideration year, as defined in the “Tenure and Promotion

539

Packages: Submission Guidelines” published annually by the Office of the Dean of

540

Faculties and Associate Provost.

541

Tenure and promotion are linked for persons hired as assistant professors. Thus, a

542

recommendation for early promotion must be coupled with a recommendation for early

543

tenure and vice versa.

544

Faculty members must be advised of a decision not to award tenure at least one year

545

before the termination of their employment. In rare cases, the probationary period may be

546

extended with the written concurrence of the faculty member involved, the department

547

head, Dean, and the Dean of Faculties.

548

Non-Tenure Track. Faculty members with non-tenure track appointments will be

549

reviewed annually by their department head or, in the case of Research Track faculty

550

members, by their immediate supervisor.

551

Professional-track faculty members at the Associate Professor level and Senior Lecturers

552

will have annual appointments for at least the first three years. Professional-track faculty

553

members at the Assistant Professor level and Lecturers will have annual appointments for

554

at least the first five years. Non-tenure track faculty members will always receive 12

555

months notice if they are not to be reappointed.

556

Following this initial period, faculty members in these ranks should be considered for

557

multi-year rolling appointments. Research-Track faculty members may receive

558

appointments of no more than three years.

559

Faculty members in non-tenure tracks will normally be considered for promotion after five years.

560

However, nothing shall prevent a faculty member from seeking promotion at an earlier time. All

561

requests for promotion from eligible candidates must be considered. Each annual faculty-

562

performance evaluation must address the extent to which their performance is in line with the

563

level of expectation for their current rank, and, if it applies, the extent to which they are making

564

progress towards their next promotion.

565

566

Third-Year Review. For both tenure-track and professional-track faculty members, a third-year

567

review following appointment is mandatory. This evaluation will familiarize the faculty member

568

with the tenure and promotion process and ensure that the faculty member understands the

569

expectations of those entities that will ultimately be responsible for the tenure decision. This

570

review should mimic the tenure and promotion review process as closely as possible; a minimal

571 third-year review would include dossier items contributed by the candidate and internal letters of

572 recommendation, and would be reviewed at the department and College levels by appropriate

573 faculty committees as well as the department head and Dean.

574 II.

575 Each year the department heads are required to meet individually with each faculty member to

576 review that member’s performance and, as appropriate, his or her progress toward tenure and

577 promotion.

578 A faculty member in the Research Track will be required to meet first with the faculty member

579 that is responsible for generating their salary. If necessary, a subsequent meeting with the

580 department head will be arranged.

Annual Review (Annual Department Head-Faculty Member Conference)

581 A.

582 Section 2.5 of University Rule 12.01.99.M2 describes the process and suggested documentation

583 for the Annual Review. Each department is to establish its own process and documentation for

584 the Annual Review and to publish its procedures.

585 For professional-track faculty members at the level of [Adjectival] Professor, peer evaluations of

586 performance will be incorporated in the annual review or in a review that occurs no less

587 frequently than once every six years, according to departmental policies.

Process for the Annual Review

588 B.

589 To ensure that basic safety and health issues in the faculty member’s area of responsibility are

590 properly addressed, the faculty member will confirm the following statements during the Annual

591 Review:

592 Safety inspections have been completed (include dates and confirmation that concerns

593 raised in the inspection have been fully addressed).

594 All laboratory and teaching personnel in the laboratory or classes for which the faculty

595 member is responsible have completed their required safety training for this year.

596 At the annual review, the department head and faculty member will list the activities to be

597 conducted during the following year that may generate any other anticipated safety concerns in

598 the teaching and research environments.

599 At the subsequent annual review, the effectiveness and usefulness of the previously-listed safety

600 mitigations will be evaluated, and any necessary modifications will be made if the activity is to

601 be continued the following year.

602 No faculty member may receive an overall satisfactory rating if he or she has not complied with

603 all University-mandated training programs. In cases where a faculty member has been notified of

604 a mandatory training requirement near the end of the evaluation period, an additional 30 days

605 shall be given to complete the requirement.

606 It is important to point out that the CVM environment, by definition, involves a very wide range

607 of animals (patient care, teaching, and research), and thus the risk of injury and exposure to

Compliance with Safety Standards and Mandated Training

608 zoonotic diseases is an everyday concern. To ensure that basic safety and health issues in the

609 faculty member's area of responsibility are properly addressed, the faculty member confirms the

610 use of and provides training for support personnel in the use of best practices based on the

611 expectation that all exposures to live animals present varying levels of potential safety and health

612 risks and that all reasonable measures to insure safety are in place.

613 III.

614 Procedural guidelines and schedules for tenure and promotion review are issued annually by the

615 Dean of Faculties. This document further defines the framework in which evaluations for

616 renewal of contract (non-tenured faculty members), tenure, and promotion are undertaken.

617 Specific documentation required is identified.

Tenure and Promotion Review

618 A.

619 Each department is required to establish a single tenure and promotion committee and policies

620 regarding selection of committee members and chair. The departmental committee is advisory to

621 the department head. University rules regarding recommendations on tenure-track or tenured

622 faculty are:

623 Only tenured TAMU faculty members are eligible to vote in cases where tenure is being

624 considered for the candidate, or when the candidate already holds tenure and is seeking

625 promotion.

626 To be eligible to vote on tenure or promotion, the voting TAMU faculty member must

627 also hold a rank equal to or above that of the rank being sought by the candidate.

628 If possible, departmental committees should include professional-track faculty members at the

629 Professor and/or Associate Professor ranks to participate in recommendations on promotion of

630 more junior professional-track faculty members.

Departmental Tenure and Promotion Committee

631 B.

632 This Committee is charged with reviewing the candidate’s dossier and the tenure and promotion

633 recommendations of the departmental committee and department head and advising the Dean of

634 the College. The College Committee will either concur or not concur with these

635 recommendations and will communicate its decision to the Dean.

636 Membership. Committee members are drawn from:

637 the chairs of the each departmental tenure and promotion committee and

638 one professional-track representative selected by each department, who is recused from

639 reviews of tenure-track faculty members.

College Tenure and Promotion Committee

640 C.

641 Each year, the Dean of Faculties distributes “Tenure and Promotion Packages: Submission

642 Guidelines” that spells out the timeline, documents and process required of each candidate,

643 department and college.

Tenure and Promotion Process

644

IV.

Post-Tenure Review

645

For the post-tenure review process, refer to TAMU Rule 12.06.99.M1, Post-Tenure Review.

646

V.

Merit Compensation

647

Merit compensation represents an opportunity to reward short-term contributions of excellence

648

in academic citizenship, teaching or scholarship. The basis for this compensation will be the

649

demonstration by the faculty member of an exemplary level of performance during his/her

650

Annual Review.

651

652

SUMMARY

653

Since the nature of scholarly enterprise requires both flexibility and freedom, a single formula

654

for effective performance is undesirable. Thus, this document provides a general set of

655

guidelines with specific examples and model patterns of emphasis as indicators of excellence and

656

effectiveness. Within this general set of guidelines, a variety of contributions to the goals of

657

excellence and national prominence is possible. Indeed, such heterogeneity of contributions to

658

academic citizenship, teaching, and scholarship from faculty members with varied types of

659

interests and job assignments will further the College’s pursuit of excellence.