III. Criteria for Faculty Advancement

A. Merit as a Teacher

1. Knowledge/Command of Subject Matter

   A meritorious teacher:

   1. Selects primary/secondary literature for courses that is relevant, current, from recognized authorities, and updated regularly;
   2. Demonstrates depth/range of subject matter either by teaching at a variety of course levels (introductory, intermediate, advanced, or graduate) or by enriching regularly taught courses with a variety of techniques/resources or inquiry-based initiatives. (updated 4/5/16)
   3. Relates course content to other disciplines or subjects; and
   4. Develops new single‐discipline courses and/or interdisciplinary courses, or undertakes new preparations; considerably redesigns or significantly updates new preparations when first taking responsibility for existing courses or possible QEP-related changes to course(s). (updated 4/5/16)
2. Course Content

   A meritorious teacher:

   1. Assures that course content is timely, reflects current research, and is updated regularly; courses include alternative/divergent views or research findings, if appropriate;
   2. Clearly states learning objectives on syllabi and addresses those objectives; learning objectives are consistent with department, college, and University missions/goals;
   3. Designs prerequisite course content to prepare students adequately for following courses;
   4. Establishes a level of difficulty appropriate for the course level and the students enrolled and has rigorous expectations for student learning; and
   5. Plans projects, laboratory work, and other out‐of‐classroom assignments that are meaningful, and that relate to and reinforce in‐class lessons/course goals and/or incorporates inquiry-based service learning or community engagement components into assignments and projects. (Updated 4/5/16)
3. Course Structure, Organization, and Course Materials

   A meritorious teacher:

   1. Provides syllabi, which are thorough, detailed, and clear; specifies appropriate prerequisite courses; clearly/fully identifies additional needed materials;
   2. Organizes course content logically, with sufficient time allotted for each topical area;
   3. Selects or prepares secondary literature, cases, manuals, etc., which are organized and clearly reproduced; and
   4. Plans the amount and degree of difficulty of out‐of‐classroom assignments appropriately.
4. Classroom Performance

   A meritorious teacher:

   1. Is well prepared for each class and is enthusiastic about the subject;
   2. Presents the material clearly and comprehensively; speaks clearly and understandably, and uses appropriate examples; and
   3. Employs alternative presentation methods to stimulate/retain student interest and understanding; verifies that students are grasping the lecture topics.
5. Basic Skills and Concepts are Integrated into Courses

   A meritorious teacher:

   1. Integrates modern media and techniques (e.g. computers) into courses;
   2. Includes, appropriately, the following integrated/evaluated skills and concepts:
      1. Student communication skills (writing and speaking)
      2. Student analytical thinking and problem-solving skills, including group interaction and/or community engagement. (updated 4/5/16)
      3. Ethical considerations and/or social responsibilities
      4. Cultural diversity and globalization issues
6. Procedures for Evaluating Student Work

   A meritorious teacher:

   1. Establishes unambiguous course grading procedures and classroom policies and communicates them in writing at the beginning of the course;
   2. Uses various grading components, reasonable grading component weights, and grading procedures which are objective and free from potential bias;
   3. Designs tests/assignments to reflect material covered and to fit allotted time;
   4. Employs various testing techniques/formats; uses exam items that are clear and well written; constructs tests to the level of the stated learning objectives on the syllabus;
   5. Provides means to inform students of academic progress or deficiencies;
   6. Distributes letter grades appropriately for the course levels, types of students enrolled, teaching style/approach; and
   7. Upholds academic integrity standards.
7. Relationship with Students

   A meritorious teacher:

   1. Fosters an atmosphere conducive to learning; stimulates interest in the subject; encourages creativity, new ideas, and new approaches to problems; challenges students to grow;
   2. Is patient; listens to/answers questions adequately; is fair to all;
   3. Is responsive to individual unique learning needs both in and outside the classroom, including extra tutoring, remedial sessions, or laboratory assistance; and
   4. Promotes student respect for the instructor’s academic skills/knowledge; students rate him/her well with respect to other faculty.
   5. Collaborates with students on faculty-led research projects. (Updated 4/5/16)
8. Instructor Reliability and Flexibility

   A meritorious teacher:

   1. Begins classes on time, uses the entire allotted time, and seldom needs to cancel or reschedule classes;
   2. Is responsive to University needs: teaches additional courses or directed studies; schedules courses when needed; contributes to courses that support QEP-initiatives. (updated 4/5/16)
   3. Teaches remedial/preparatory courses or required courses as well as specialized or elective courses; and
   4. Is effective and adapts well to teaching exceptionally small or large classes and independent student research projects.

B. Merit in Service/Student Involvement

1. Committee Service

   A meritorious faculty member:

   1. Chairs/serves on a University-wide committee or task force;
   2. Chairs/serves on a college/department permanent or ad hoc committees; and
   3. Undertakes special projects/consulting for the good of the University because of professional or personal expertise.
2. Administrative Service

   A meritorious faculty member:

   1. Serves as department chair, coordinator, center director, or other responsible position;
   2. Serves as faculty liaison to a Board of Trustees committee/subcommittee;
   3. Serves to support specific administrative programs (e.g. Honors Program);
   4. Serves to support a specific task force (e.g., accreditation, etc.);
   5. Arranges for grants or endowments where personal research is not involved (if not previously considered as scholarship).
3. Other Areas of University Service

   A meritorious faculty member:

   1. Works at registration/pre-registration;
   2. Attends/participates in honors convocations, academic awards ceremonies, graduation ceremonies, parent/student welcoming, sporting events, alumni events, and other “visibility” gatherings;
   3. Regularly attends University-wide or college/department faculty meetings; actively participates at faculty workshops;
   4. Maintains a good professional working relationship with colleagues to enhance the free flow of teaching, advising, or professional information and techniques; and
   5. Is actively involved in student recruiting (attends receptions, interviews or auditions prospective students and families, writes, phones, speaks before groups, etc.).
   6. Attends/participates in departmental, college, or institutional-wide events to showcase student scholarship. (Updated 4/5/16)
4. Community Service

   A meritorious faculty member:

   1. Participates in community service projects related to professional expertise or visibility for the college or University;
   2. Serves as a resource for interviews or local press stories, which enhance the positive image of the college or the University;
   3. Presents lectures, speeches, talks, sermons, judgings, performances, exhibitions, teaching clinics, etc., to private or public groups not of a scholarly nature (if not previously considered as scholarship); places his/her name on approved speakers list(s);
   4. Serves on committees, boards, or advisory groups in the private/public sector (if not previously considered as scholarship);
   5. Provides individual voluntary service to the community‐at‐large; and
   6. Is involved with or attends awards and ceremonies which enhance the University's visibility.
5. Availability

   A meritorious faculty member:

   1. Is routinely on campus and accessible to students; schedules office hours that meet or exceed prescribed minimums, at various times reasonable for students; offers other meeting times available to students by appointment;
   2. Schedules and announces sufficient advising periods to accommodate all advisees and sufficient advising time per advisee to adequately serve the student's needs; and
   3. Assists at registration, pre‐‐‐enrollment and other advising related events.
6. Academic Advising

   A meritorious faculty member:

   1. Maintains current knowledge of advisees to provide proper academic advising; is prepared for each advising session;
   2. Accurately advises on prerequisite courses, course sequencing, infrequently offered courses, academic standards, etc.;
   3. Properly reviews and monitors advising documents; facilitates resolution of student academic problems; 
   4. Assists students in selecting courses and informs them of steps/requirements needed to qualify as competitive applicants for appropriate advanced degree programs or professional schools or to facilitate desired job placement;
   5. Properly refers students to alternative sources of information and campus resources; and
   6. Is available on an ad hoc basis to provide advising to potential students not formally assigned as advisees. 
7. Mentoring

   A meritorious faculty member:

   1. Advises students on requirements for professional certification or licensing and career opportunities; assists students in obtaining/completing relevant application forms;
   2. Assists students in identifying internship opportunities with local businesses, not- for- profits, and other organizations; assists students in obtaining approved internship placement;
   3. Assists students in job search activities: informs them of employment and professional recruiting opportunities; advises them on proper dress, preparing/editing resumes, interviewing procedures and refers students to the appropriate campus resources.
   4. Agrees to interviews or writes letters to endorse, recommend or vouch for deserving applicants to advanced degree programs, professional schools, certification and licensing, or job and internship applications;
   5. Refers students to appropriate resources regarding scholarship opportunities; assists them in obtaining/preparing applications as needed;
   6. Encourages individually promising students to pursue independent research and offers them supervision; and
   7. Demonstrates a caring attitude and helps students obtain assistance for personal health matters, effective time management, improving study skills, identifying available accommodations, etc. by referring students to the appropriate campus resources.
8. Personal Mentoring

   A meritorious faculty member:

   1. Agrees to interviews or writes letters to endorse, recommend or vouch for deserving applicants to advanced degree programs, professional schools, certification and licensing, or job applications;
   2. Is actively involved with programs to improve student retention;
   3. Advises students of scholarship opportunities; assists them in obtaining/preparing applications;
   4. Encourages individually promising students to pursue independent research and offers them supervision;
   5. Demonstrates a caring attitude and helps students to obtain assistance for personal health matters, effective time management, improving study skills, etc.;
   6. Assists students with confirmed disabilities via special accommodations for tutorials, examinations, etc.;
   7. Assists students to complete degree requirements in a timely manner by teaching independent studies when course offerings are unavailable; and
   8. Assists students to complete honors degree requirements by teaching honors tutorials.
9. Student Organizations and Activities

   A meritorious faculty member:

   1. Is actively involved (helps organize, obtain speakers, recruit, advertise, or guide student efforts) with approved student activities, organizations, or events in order to:
      1. Attract students to academic majors and fields of study
      2. Attract students to professions and occupations
      3. Enhance student awareness of cultural diversity and globalization
      4. Improve student-faculty-University relationships through social/sporting activities
      5. Conduct artistic, musical, or literary performances/presentations/recitals
   2. Is actively involved in advising, defining, or recommending special equipment needs to support student activities or events; and
   3. Arranges, facilitates, or participates in off‐campus field trips, cultural enrichment events, etc.

C. Merit as a Scholar

1. Intellectual Contributions (ICs)

   A meritorious faculty member contributes to the intellectual capital of others.

   1. Through “Basic Scholarship” ICs, he or she creates new knowledge, i.e., develops theory or produces new creative works. He/she may also develop, support, disprove, test, or replicate research related to a basic theory.

      These efforts can result in (and be documented by) the following:

      1. Books or chapters in books written for academic audiences
      2. Monographs written for academic audiences
      3. Articles published in academic journals (peer reviewed/refereed or not)
      4. Non-textbook literary or musical pieces
      5. Performed, exhibited, or choreographed creative works which are “documented” for use by others (plays, poems, musical compositions, paintings, sculptures, photographs, and other works of art)
      6. Reviews of academic scholarly books for academic journals
      7. Papers published in academic meetings proceedings (peer reviewed or not)
      8. Unpublished papers presented at academic meetings or other institutions
      9. Publicly available working papers targeted to academic audiences
      10. Publication or presentation of student co-authored scholarly work appropriate to the faculty member’s discipline or as outlined above. (Updated 4/5/16)
      11. Citations of the faculty member’s past scholarly work appearing in books, articles, textbooks, etc., with significant reference about the past work within the body of the referencing material, indicating continued acceptance and dissemination of prior original scholarly work
   2. Through "Applied Scholarship" ICs, a meritorious faculty member applies, transfers, and interprets knowledge to improve practice and teaching. These efforts are principally oriented toward cataloging knowledge and operationalizing or applying previously tested theories to a non‐academic environment.

      These efforts can result in (and be documented by) the following:

      1. Books and chapters within books
      2. Monographs
      3. Articles published in journals aimed primarily at an academic audience or peer practitioner audience (peer reviewed or not)
      4. Articles published in public/trade journals
      5. Articles published in in-house journals
      6. Book reviews
      7. Papers published in proceedings of meetings aimed primarily at an academic audience or a peer practitioner audience (peer reviewed or not)
      8. Unpublished papers presented at meetings or other institutions aimed primarily at an academic audience or a peer practitioner audience (peer reviewed or not)
      9. Publicly available working papers
   3. Through "Instructional Development" ICs, a meritorious faculty member enhances the educational value of instructional efforts at the University or within the faculty member's discipline. These efforts are principally oriented at improving teaching (pedagogy) and describe the design and implementation of new courses, course content, software, or other instructional innovations.

      These efforts can result in (and be documented by) the following:

      1. Books and chapters within books oriented toward improving teaching
      2. Textbooks and chapters within textbooks oriented toward improving teaching
      3. Monographs oriented toward improving teaching
      4. Articles of pedagogical nature published in journals (peer reviewed or not)
      5. Papers published in academic meetings proceedings (peer reviewed or not)
      6. Unpublished papers presented at academic meetings or other institutions
      7. Publicly available working papers and other materials
      8. Published written “cases”, study guides, laboratory manuals or other learning exercises with instructional guides
      9. Original instructional software with users’ manuals and instructional guides
   4. Through "Community Engagement" ICs, a meritorious faculty member collaborates with the community (local, regional/state, national, or global) for the purpose of mutually beneficial exchange of knowledge and resources. Such ICs typically advance disciplinary knowledge while addressing a significant community problem or issue. (Updated 4/5/16)
2. Intellectual Development (ID)

   Meritorious faculty members are also involved in activities that add to or renew personal intellectual capital. Such “Intellectual Development” includes activities that are not otherwise reported above.

   These efforts can result in (and be documented by) the following:

   1. Manuscripts submitted to journals or publishers for review or undergoing subsequent rewrite/resubmission
   2. Uncompleted manuscripts of journal articles and presentations reaching submission stage aimed at a peer academic or practitioner audience
   3. Uncompleted books or book chapters currently in preparation
   4. Published articles aimed at a general (non-peer) audience involving significant investigation and preparation
   5. Membership on dissertation or thesis committees
   6. Assignment on a journal editorial board, referee of professional meeting papers, reviewer of grant proposals, or reviewer of other scholarly endeavors
   7. Involvement with leading‐edge, innovative practitioners (consulting activities, preferably on significant nonrecurring problems; sponsored research or problem solving contract or grant projects with business, public sector, or non‐profit organizations)
   8. Grant proposals or contract projects that have reached (or gone beyond) the proposal submission stage, that generally advance teaching innovation, research, or service goals of the institution
   9. Academic/practitioner meeting tutorials presented, executive development seminars given, or other formal presentations involving significant preparation (e.g., teaching continuing professional education sessions)
   10. Service as panel chair, panel member, or discussant at academic or peer practitioner meetings that involve new preparation
   11. Written discussants’ remarks for reviewed papers, articles, or books
   12. Moderator’s or chair’s role at professional/scholarly workshops or conferences/sessions
   13. Attendance at formal credit and non‐credit continuing education programs (completion of terminal degree required courses, post‐doctoral or advanced courses or degrees, or attendance at tutorials and professional seminars, institutes, clinics, or workshops)
   14. Initial award or periodic renewal of professional certification or license, or increase in the breadth or level of certification
   15. New courses (or significant new course content) developed and new pedagogies (teaching approaches/methods/technologies) introduced; these are initiatives that are not generally available for public scrutiny by academic or practitioner peers (new texts or teaching materials, new case studies, new course software, etc., being “pilot tested”)
   16. Service as test scorer, test question writer, or reviewer for professional certification or licensing examinations
   17. Academic and/or peer practitioner organization offices held or significant work on committees evidencing intellectual leadership; editor, columnist or contributor to professional organization newsletters
   18. Professional service/consulting to governmental, civic, not-for-profit organizations, or private organizations for a fee or as community service
   19. Applied research through University of Tampa centers
   20. Presentations to faculty at the University discussing teaching innovation and early-stage intellectual contributions (e.g., ongoing research presentations)
   21. Professional journals, books, periodicals, etc., regularly read
   22. Significant work toward organizing professional or scholarly workshops
   23. Induction into organizations indicating achievement of high scholarship
   24. Awards, honors, or favorable mentions by professional or scholarly organizations
   25. Active collaborator with students in faculty-led research projects. (Updated 4/5/16)