Reappointment, Promotion and Tenure
Faculty Promotion Standards
| Discovery of Knowledge | Teaching and Mentoring of Undergraduate and Graduate Students | Extension and Engagement with Constituents outside the University | Service within the University and to Professional Societies |
| Quality Publications as measured through impact factor, citations, or comments from external letters | Peer evaluation of Teaching | Evidence of professional outreach to the local community or public. (Source TAMU) | Officer in an international or national organization |
| Editing a scholarly book | Narrative that demonstrates significant continuous improvement of teaching (reflexive teacher) | Effective work with stakeholder groups, including the capacity to understand, evaluate and contribute to the solution of their problems. (U. of Missouri) | Serving as a program chair at an international or national conference |
| Major research or fellowship awards | Student satisfaction (from student evaluations) | Development of high-quality educational outreach programs as well as relevant support material (e.g., workbooks, guides, reports and other products). (U. of Missouri) | NC State administrative role |
| Citation of publications | Student outcomes | Develop strategies with communities or the public to enhance their political capital. | Editor or member of editorial board for a major journal |
| Research notoriety in a particular area | Publication and development of instructional materials | Demonstrated innovation in community/public education techniques, delivery systems, learning approaches, and programs relevant to the needs of the stakeholders. (U. of Missouri) | Journal or Grants reviewer |
| Research or scholarly awards | Essential course development | Quality of performance in activities that: 1) contribute to the public welfare or the common good; & 2) directly address or respond to societal problems, issues, interests or concerns. (U. Illinois) | Service on Faculty senate |
| Juried works of creative activities | Teaching awards | Effective extension scholarship is demonstrated by the assessment of client needs; the design, implementation, and dissemination of appropriate delivery systems; the recruitment, training, supervision, and evaluation of program personnel; the evaluation of program effectiveness; and the development of appropriate funding mechanisms. (Rutgers) | Chairing a major standing or ad hoc NCSU university or College committee |
| Review panel service (e.g., NSF, NIH) | Mentoring and advisement of undergraduate students | [Examples of the above criteria] Documented scholarly activities in extension or engagement (NC State CALS) may include: •Conducting needs assessments with target audiences •Developing and giving research- or evidence-based presentations to extension audiences to •Positively change behavior for private and/or public good •Advising clientele on science-based approaches to address identified needs •Mentoring commodity groups in an advisory role to enhance public and private value of their industry •Creating, implementing, and evaluating programming delivered by field faculty or other professionals in the community •Publishing findings of extension programming impacts or techniques in the professional literature | Committee chair in an international or national organization |
| Invited national presentations | Mentoring and advisement of graduate students | Advising a student organization | |
| Invited international presentations | Student professional development and mentoring | Chairing or making a significant contribution to a Department committee | |
| External peer-reviewed research funding | Invited teaching at peer or better institution | Significant self-development activities, such as intensive Workshops for Faculty Development leave that improves service effectiveness | |
| Publications with a teaching focus in leading journals | Significant service as an advisor | ||
| Significant self-development activities, such as intensive Workshops for Faculty Development leave that improves research effectiveness | Teaching grants | ||
| Service as a course coordinator | |||
| Evidence that mentoring led to undergraduate or graduate placement in industry or academia | |||
| Significant self-development activities, such as intensive Workshops for Faculty Development leave that improves teaching effectiveness | |||
| Recognition from Alumni (e.g., through letters) | |||
| Chairing/Co-chairing/Membership on Graduate Student Committees | |||
| Academic Advising | |||
| These are examples of evidence for excellence in each of the realms of responsibility and are non-exhaustive lists. | Coordinating Advising programs |