Excellence in Teaching for Department of Allied Health Sciences: Criteria, Evidence, And

Excellence in Teaching for Department of Allied Health Sciences: Criteria, Evidence, and Assessment

Required Documentation:

Excellence in teaching may be demonstrated through the sources of evidence listed in the table below. Similar sources of information not listed here may also be used if appropriate. It is not intended that each candidate for promotion include each of the listed pieces of evidence.

Please note that per the 2012-2015 Collective Bargaining Agreement (Article 14, Section 3, pages 14-5 and 14-6), application for promotion must include the following pieces of information (which may be used to help demonstrate excellence in teaching):

· A cover letter

· A detailed and current curricula vita

· A letter of support from the chairperson of the candidate’s department

· Three (3) letters of reference or support from professional and/or academic colleagues

· For candidates seeking the rank of associate professor, a copy of the promotion and tenure plan (including reviews)

· A narrative describing the candidate’s excellence in teaching.

· A faculty developed summary and discussion of all student evaluations for the past three (3) academic years.

· A Dean or Chair’s in-class evaluation within the twelve (12) months preceding the application (if the candidate does not hold continuing contract or tenure.

Many of these required items have been integrated into the table below.

Evidence used to support the candidate’s application for promotion should be limited to pieces of information regarding the candidate’s service within the review period (the review period is defined as the period since hire or previous promotion, whichever is more recent), and that evidence should include information gathered throughout the full scope of the review period.

In the event that the Department of Allied Health Sciences, the College of Professional Studies, or Shawnee State University shall revise the criteria for promotion and tenure, department faculty under the previous promotion and tenure document will not be unfairly held to new standards.

Excellence in Teaching for the Department of Allied Health Sciences: Criteria, Evidence, and Assessment
To demonstrate excellence in teaching promotion candidates must meet criteria for 1-4
Criteria / Characteristics of Excellence / Source(s) of Evidence* / Assessment
1. Currency in
Field: / Teaching reflects currency of subject matter. / 1) Syllabi of courses taught.
2) Candidate reports of teaching philosophy, plans, techniques, attempts at innovation and growth, etc.
3) Student opinions about course content as determined by teaching evaluations/letters of student support.
4) Peer review of course content, assessment devices, curricular materials, pedagogical techniques, etc.
5) Participation in university, community, and/or professional activities concerning teaching and education, (e.g. Lilly Conference, Celebration of Scholarship, etc.)
6) University or outside recognition for teaching activities (e.g.: college teaching award, distinguished teaching award, etc.)
7) Recognition for program/teaching activities by internal or external bodies (e.g.: accrediting organizations, Princeton Review, etc.).
8) Demonstrated improved teaching products (e.g.: various media products, student exhibits, student work samples, etc.).
9) Interacting with or serving as liaison with other institutions of higher education or K-12 institutions in the promotion of field of study or collaboration between institutions. / Met
Not Met
2. Effective Communication: / Information is communicated to students in an effective manner. / 1) Syllabi of courses taught.
2) Mentoring of students in undergraduate research.
3) Indirect positive evidence from program certification /licensing exams.
4) Evaluations from didactic teaching practice
(in class evaluations from Dean, Chair or Program Leader.
5) Student evaluations.
6) Evidence of having utilized electronic media to communicate with students (e.g. search tools, blackboard, etc.) / Met
Not Met
3. Fair Evaluation: / Evaluation of students is conducted in a fair and unbiased fashion. / 1) Syllabi of courses taught.
2) Evidence of evaluation tool (e.g. rubrics, evaluation forms for both clinical and classroom activities)
3) Student evaluations
4) Sample assessment tools
5) Dean’s, Chairperson’s, Program Leader’s observation of teaching. / Met
Not Met
4. Academic Rigor: / The candidate teaches at a level of academic rigor appropriate to the level of the course. / 1) Syllabi of courses taught.
2) University or outside recognition for teaching activities (e.g.: college teaching award, distinguished teaching award, etc.)
3) Recognition for program/teaching activities (not otherwise utilized in promotion materials) by internal or external bodies (e.g.: accrediting organizations, Princeton Review, etc.).
4) Demonstrated teaching products (e.g.: various media products, student exhibits, student work samples, etc.).
5) Dean’s, Chairperson’s, Program Leader’s observation of teaching. / Met
Not Met

* Sources of Evidence

In addition to the criteria stipulated in the CBA in section 3 on 14-5 and 14-6, candidates may demonstrate teaching excellence through the presentation of evidence that includes some or all of the following sources of information. Similar sources of information not listed here may also be used if appropriate. It is not intended that each candidate for promotion include each of the following pieces of evidence.

Evidence used to support the candidate’s application for promotion should be limited to pieces of information regarding the candidate’s teaching within the review period (the review period is defined as the period since hire or previous promotion, whichever is more recent), and that evidence should include information gathered throughout the full scope of the review period.

Outstanding and Substantial Service for Department of Allied Health Sciences: Criteria, Evidence, and Assessment

Required Documentation:

Outstanding or substantial service may be demonstrated through the sources of evidence listed in the table below. Similar sources of information not listed here may also be used if appropriate. It is not intended that each candidate for promotion include each of the listed pieces of evidence.

· A cover letter

· A detailed and current curricula vita

· A letter of support from the chairperson of the candidate’s department

· Three (3) letters of reference or support from professional and/or academic colleagues

· For candidates seeking the rank of associate professor, a copy of the promotion and tenure plan (including reviews)

· A narrative describing the candidate’s outstanding or substantial achievements in service supported by appropriate documentation. Please note that it is important to discuss the significance, rigor, and contributions of service work within the narrative.

Many of these required items have been integrated into the table below.

Outstanding and Substantial Service for the Department of Allied Health Sciences:
Criteria, Evidence and Assessment
To demonstrate outstanding service, promotion candidates must meet criteria 1-4.
To demonstrate substantial service, promotion candidates must meet criteria 1 and 2.
Criteria / Source(s) of Evidence / Assessment
1. Multiple Levels of Service: There is evidence of work at multiple levels of service (e.g., departmental, college-wide, university-wide, community, professional organizations, SEA, etc.) / 1) Minutes or products from committees, task forces, etc.
2) Statements from committee chairpersons regarding the candidate’s participation and accomplishments
3) Statements from faculty, department chairpersons, or administrators attesting to the candidate’s informal service activities (e.g., mentoring junior faculty, reading/editing colleagues’ grants or papers, etc.)
4) Candidate reports of service activities including committees, task forces, special assignments, accreditation activities, advising of student organizations, informal service, service as a university representative to other organizations, community service, service as a chairperson of a committee, etc.
5) Verifiable curricular development products (beyond work that is part of one’s regular teaching assignments, e.g.: revision of a major or program, development of a minor, collaboration with other institutions on curricula, etc.)
6) Obtaining grants or similar financial support (other than research grants) that assists in fulfilling the mission of the department, college, or university
7) Manages department, college or university web page; or program’s computerized data base, e.g.: blackboard, clinical data base.
8) Organizes student community service project that requires significant commitment.
9) Represents SSU with local communities such as: recruiting events, rural health fair, junior day, career day, local-off campus service club activity.
10) Serves on or is an officer on a professional committee at the national, state, regional or local level.
11) Interviews students at annual program intake.
12) Organizes/hosts a conference concerning allied health issues or teaching at the national, state, or local level.
13) Advises students at college orientation or career day.
14) Receives a notable service award, at the college, university, state or national level.
15) Organizes a large scale community service project, e.g.: Crop Walk, Walk for Cystic Fibrosis, United Way, etc.
16) Program Leader, Director, or Chair
18) Student opinions about advising effectiveness and style as demonstrated by letters of student support / Met
Not Met
2. Active Service: While it is clear that much service work occurs within the existing committee structure, it is expected that the candidate will demonstrate his or her active service on the committee. Active service is defined as:
· Regular attendance at meetings
· Prompt response to email discussions and requests
· Being consistently prepared for meetings
· Efficiently completing assigned tasks / 1) Minutes or products from committees, task forces, etc.
2) Statements from committee chairpersons regarding the candidate’s participation and accomplishments
3) Statements from faculty, department chairpersons, or administrators attesting to the candidate’s informal service activities (e.g., mentoring junior faculty, reading/editing colleagues’ grants or papers, etc.)
4) Candidate reports of service activities including committees, task forces, special assignments, accreditation activities, advising of student organizations, informal service, service as a university representative to other organizations, service as a chairperson of a committee, etc.
5) Obtaining grants or similar financial support (other than research grants) that assists in fulfilling the mission of the department, college, or university by internal or external bodies (e.g.: accrediting organizations, Princeton Review, etc.) / Met
Not Met
3. Increased Level of Responsibility: Service is sustained and ongoing throughout the review period with evidence of increasing responsibility (or sustained high-level responsibility) throughout the entire review period. / 1) Minutes or products from committees, task forces, etc.
2) Statements from committee chairpersons regarding the candidate’s participation and accomplishments
3) Statements from faculty, department chairpersons, or administrators attesting to the candidate’s informal service activities (e.g., mentoring junior faculty, reading/editing colleagues’ grants or papers, etc.)
4) Candidate reports of service activities including committees, task forces, special assignments, accreditation activities, advising of student organizations, informal service, service as a university representative to other organizations, service as a chairperson of a committee, etc.
5) Verifiable curricular development products (beyond work that is part of one’s regular teaching assignments, e.g.: revision of a major or program, development of a minor, collaboration with other institutions on curricula, etc.)
6) Obtaining grants or similar financial support (other than research grants) that assists in fulfilling the mission of the department, college, or university
7) Assumption of a significant administrative position(s) within the department, college, or university (e.g., major coordinator, department chairperson, program leader, chairperson of a committee, officer of a governance organization, director of a program or center, etc.)
8) Assumption of a significant professional administrative position(s) (e.g., editor of a journal, elected position within a professional organization, conference chair or organizer, etc.) / Met
Not Met
4. Personal Responsibility, Leadership, and Attention: There is evidence that a significant portion of service is at a level requiring elevated personal responsibility and attention (e.g., major coordinator, department chairperson, program leader, chairperson of university-wide committee, officer of the SEA, program director, etc.). / 1) Assumption of a significant administrative position(s) within the department, college, or university (e.g., major coordinator, department chairperson, program leader, chairperson of a committee, officer of a governance organization, director of a program or center, etc.)
2) Assumption of a significant professional administrative position(s) (e.g., editor of a journal, elected position within a professional organization, conference chair or organizer, etc.)
3) Minutes or products from committees, task forces, etc.
4) Statements from faculty, department chairpersons, or administrators attesting to the candidate’s high-level service activities
5) Candidate reports of personal accomplishments within high-level service assignments
6) Verifiable products resulting from candidate’s high-level service appointment(s)
7) Obtaining grants or similar financial support (other than research grants) that assists in fulfilling the mission of the department, college, or university / Met
Not Met

Substantial and Outstanding Scholarship in the Department of Allied Health Sciences: Criteria , Evidence, and Assessment

Required Documentation:

Outstanding scholarship may be demonstrated through the sources of evidence listed in the table below. Similar sources of information not listed here may also be used if appropriate. It is not intended that each candidate for promotion include each of the listed pieces of evidence.

· A cover letter

· A detailed and current curricula vita

· A letter of support from the chairperson of the candidate’s department

· Three (3) letters of reference or support from professional and/or academic colleagues