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 Unpublished papers presented at academic meetings or other institutions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)