FACULTY HANDBOOK For ACADEMIC PROMOTION AND
FACULTY HANDBOOKforACADEMIC PROMOTION AND TENURER E W A R D I N GL E A R N I N G A C H I E V E M E N TD I S C O V E R Y I NE N G A G E M E N TPrepared by the P&T Task Force and Approved by the Area CommitteePurdue Polytechnic InstitutePurdue Universityfor theWest Lafayette Campus and Statewide Technology LocationsSeptember 20, 2019Version 11.0
2TABLE OF CONTENTSPREFACE . 2USING THIS HANDBOOK . 2SECTION I SCHOLARSHIP AND RESEARCH DEFINED . 4INTRODUCTION . 6SCHOLARSHIP DEFINED . 6SCHOLARSHIP INTERPRETED . 6THE SCHOLARSHIP OF LEARNING . 6THE SCHOLARSHIP OF DISCOVERY . 7THE SCHOLARSHIP OF ENGAGEMENT . 7PRODUCTS OF SCHOLARSHIP . 8SCHOLARSHIP SUMMARY . 9SECTION II PROMOTION & TENURE CRITERIA FOR THE PURDUE POLYTECHNIC INSTITUTE.10GENERAL CRITERIA FOR AWARDING OF TENURE . 10GENERAL CRITERIA FOR ACADEMIC PROMOTION . 10PROMOTION TO ASSOCIATE PROFESSOR . 11PROMOTION TO PROFESSOR. 11PROMOTION OF CLINICAL/PROFESSIONAL FACULTY TO ASSOCIATE PROFESSOR AND PROFESSOR . 12CRITERIA FOR EXCELLENCE IN TEACHING & LEARNING ACTIVITIES . 13INSTRUCTIONAL DELIVERY . 14INSTRUCTIONAL DEVELOPMENT . 14CRITERIA FOR EXCELLENCE IN DISCOVERY ACTIVITIES. 16CRITERIA FOR EXCELLENCE IN ENGAGEMENT ACTIVITIES . 17INTERDISCIPLINARY WORK . . .19SERVICE ACTIVITIES . 20PROFESSIONAL ASSOCIATION AND SERVICE. 21SECTION III PREPARATION OF THE PROMOTION DOCUMENT. 22INTRODUCTION . 22RELATIONSHIP BETWEEN PROMOTION CRITERIA AND THE DOCUMENT . 23HOW TO USE THIS PROMOTION AND TENURE HANDBOOK . 27WHEN TO START. 27PROMOTION DOCUMENT ORGANIZATION . 28PURDUE POLYTECHNIC INSTITUTE PROMOTION DOCUMENT STANDARDS . 30REDUNDANCY CAUTIONS . 31CONSISTENCY AND DUE CREDIT CAUTIONS . 31MENTORING . 32DOCUMENT OUTLINE AND INSTRUCTIONS. 32SECTION IV PROCEDURES FOR CONSIDERATION OF PROMOTION AND TENURE . 49APPENDIX A: RESEARCH DEFINED FOR THE PURDUE POLYTECHNIC INSTITUTE . 59APPENDIX B: POLYTECHNIC AREA COMMITTEE POLICIES AND PROCEDURES AND STRAWVOTING GUIDELINES FOR THE POLYTECHNIC INSTITUTE'S AREA COMMITTEE .62APPENDIX C: DETERMINING SOURCE QUALITY AND DOCUMENTING SCHOLARLY WORK FORP&T. 65APPENDIX D- GRANT ACTIVITY FORM . 70INDEX . 712
PREFACEThis handbook has been prepared for the purpose of informing faculty members ofthe Purdue Polytechnic Institute and Purdue University of the criteria for promotion andtenure of Polytechnic faculty. In addition, this handbook is one source of guidance to helpindividual faculty in preparation of promotion documents. This represents the cumulativeefforts of senior faculty members from the college and is intended to interpret theuniversity criteria for promotion and tenure as they apply to the mission and character ofthe Purdue Polytechnic Institute. The time and effort voluntarily contributed by faculty tothe development of these guidelines is greatly appreciated.It is important to recognize that promotion/tenure review is a peer review process;and, therefore, it is an ever-changing process. Although changes in the process andassociated documentation typically occur slowly, they do occur regularly. In view of this,the faculty recognize that this handbook must be a living document reflecting change as itoccurs. Each faculty member's suggestions for improvement are needed and should beprovided to either the respective department head or members of the Area Committee ofthe college.In its various disciplines, the Purdue Polytechnic Institute is a national role modelfor technology education. The college recognizes that faculty development is the primaryprerequisite to maintaining this stature. The following criteria specify how the AreaCommittee and Primary Committee assess faculty accomplishments.The faculty of the Purdue Polytechnic Institute acknowledges its responsibility toacquire, appraise, and disseminate knowledge. Faculty members are expected tocommunicate this knowledge to their immediate community of students andscholars, to their profession, and to society at large. The faculty alsoacknowledges its responsibility to serve Purdue University, the local community,the state of Indiana, and the nation.The faculty of the Purdue Polytechnic Institute endorse the university's mission oflearning, discovery, and engagement and recognize the Purdue Polytechnic Institute’s deepcommitment to quality undergraduate and graduate learning, applied research, andengagement.This document is dynamic. For the latest revisions and recommendations, see thePurdue Polytechnic Institute website. The version number is always printed at thebottom of the document cover.3
USING THIS HANDBOOKThis handbook has been prepared as a guide to assist faculty in documentingprofessional achievement. It is intended neither to be prescriptive nor proscriptive.Rather, the handbook is one source of broad guidance to faculty seeking to set goals and todesign their career plans, professional development, and activities in concert with thenorm of expectations for faculty at Purdue University and the Purdue Polytechnic Institute.The Purdue Polytechnic Institute encourages faculty using this handbook to also activelyseek guidance and input from faculty peers when setting goals, designing career plans anddocumenting professional achievement. This handbook is comprised of four (4) sections.Section I defines and describes scholarship in terms of learning, discovery, andengagement. The discovery section outlines the primary research domain for the college.This section is particularly important as it provides guidance as to what is consideredscholarship for the faculty in the Purdue Polytechnic Institute.Section II briefly summarizes expectations and criteria for the awarding of academicpromotion and tenure as established by the faculty of the university and the PurduePolytechnic Institute. Purdue University's Policies for Academic Tenure and Promotionmay be found at the following onandtenure.html. Each faculty membershould become familiar with this information soon after appointment to the faculty. Eachdepartment head and statewide technology location director has a copy of the PurdueUniversity Academic Procedures Manual for reference.Section III specifies format requirements regarding the preparation of anindividual's promotion document. These specifications allow consistency for readers of thedocuments and are particularly important for those reviewers who are not personallyfamiliar with a candidate's work or discipline.The suggestions for content are solely provided as a stimulus and should not beinterpreted as a limit for a candidate's information, nor as sufficient to satisfypromotion and tenure criteria.Section IV provides a succinct description and flow charts of the procedures andprocesses for peer review for promotion/tenure consideration. In addition, typicalprocedures of performance review and contract renewal during the probationary years arepresented. Preparing a profile of achievement in the format of the promotion documentduring the first year of service, with annual updates and revisions, is prudent practice. Thebenefits of these practices should be self-evident.Faculty should also review the current Office of the Provost memo, accessible fromthe Provost’s website, regarding West Lafayette Campus Promotions Policy that outlinesCriteria for Promotion as well as the Faculty Review System.4
Faculty accomplishments and activities are to be recorded annually in the AnnualActivity Template that may be accessed and updated on the Digital Measures website foundat esources/digital-measures. “DigitalMeasures is the Polytechnic’s source of data on faculty member activities and products. Youcan generate a draft of your P&T report from this system, and edits can be made tocomplete your document as needed.5
SECTION ISCHOLARSHIP AND RESEARCH DEFINEDIntroductionThis section is an overview of how the Purdue Polytechnic Institute viewsscholarship and research. Technology is a diverse and emerging discipline and there maybe some confusion as to its role in scholarship and research and how it is similar or differsfrom more mature disciplines. Scholarship is defined and then described within thecontext of learning, discovery, and engagement. The definition of research is preceded by arationale so that the reader can better understand the context for the research that iscommonly conducted in the Purdue Polytechnic Institute.Scholarship DefinedScholarship is creative, systematic, reflective, and a rational inquiry into a topic. Allforms of scholarship start with at least two shared elements: the activity of inquiry and theresulting product. To be designated as scholarship there must be at least three keycharacteristics: It must be public, subject to critical review and evaluation, and accessiblefor exchange and use by other members of one’s scholarly community. Scholarship can becited, refuted, built upon, and shared among members of that community. Scholarship iswork that is innovative or breaks new ground, and is judged to be meritorious andsignificant by the scholar’s peers.Scholarship InterpretedAcquisition, interpretation, and dissemination of knowledge are the fundamentalduties of Purdue University faculty, as indicated on page N-73 in the Academic ProceduresManual, and are expected of all faculty members. Scholarship of learning, scholarship ofdiscovery, and scholarship of engagement, individually or in any combination, constituteone necessary element for the awarding of promotion and tenure. The choice ofscholarship category is at the candidate's discretion, as long as the scholarly nature of thecontent is clearly evident within the promotion document.The Scholarship of LearningThe scholarship of learning typically has the learner at its core. A few examples ofthe scholarship of learning are experimenting with methods of instructional delivery or theuse of instructional technology, adapting pedagogical approaches from widely-differingdisciplines, and developing and testing new technical content to prepare students forprofessions and leadership positions in business and industry. In addition, developing andtesting new pedagogical approaches or studying methods to increase diversity intechnology studies, and developing and testing curricula related to integrative science,technology, engineering, and mathematics (STEM) can lead to the scholarship of learning.Purdue Polytechnic Institute programs have a long and rich history of excellence inthe teaching of technology and there are opportunities to extend that talent to advancetechnology teaching and learning. Research into the development, evaluation, andimplementation of the teaching of technology is a college strength that offers muchpotential for future work. This is not so much the science of learning, which is primarily6
the domain of education and psychology, but the application of the science of learning toteaching and learning technology. Polytechnic faculty also have opportunities to engage inthe novel application of information technology and cyberinfrastructure to teaching andlearning that could be of benefit to all disciplines preK-18. Related to this is an opportunityto lead in research and development of best practices for professional and adult educationfor business and industry (workforce development).The Scholarship of DiscoveryFaculty in the Polytechnic involved in discovery have capability and opportunity toengage in research that is use-inspired. Use-inspired research is motivated by an end goalthat will solve problems or enhance existing techniques and processes (see also AppendixA). Faculty in the Polytechnic are also engaged in discovery that is purely applied in naturewhere the specific goal is to apply technology in novel ways to solve problems, extendexisting technology, or create new technologies. Polytechnic faculty may have theknowledge and professional passion to pursue use-inspired and pure applied research asleaders in their discipline. As with all research, quality work that adheres to scholarlystandards as described in the scholarship section is valued. The discovery work ofPolytechnic faculty may also result in new products, patents, and copyrights, and generatenew business opportunities.The scholarship of application bridges the gap between theory and practice. It isaction-based research that involves problem identification and resolution. ManyPolytechnic faculty are adept at this type of research, which in many cases is funded bybusiness and industry. Although some could view this as service, in the Polytechnic thisaction-based or pure applied research is scholarship if pursued to that end throughappropriate publications and presentations; dissemination and peer review. In a few casesthere could be new businesses or new products created, which is innovation. As researchin technology matures and gains momentum, innovation will become a common output ofthe research. Since national laboratories and universities produce much of the innovationin this nation, Polytechnic programs have the potential to become a leading source ofuniversity-based innovation.The Scholarship of EngagementEngagement is the means by which the scholar serves society. Engagement, in theacademic context, implies a partnership between the scholar and others, often outside theconfines of the university. Engagement brings the components of learning and discovery tosociety, where society constituents could be identified as community, industry, andgovernment. Engagement is the active mode of integrating learning and discovery intopractical application for the general public while bringing the information of society backto learning and discovery for improved knowledge use. The scholarship of engagement,then, addresses the development and/or dissemination of knowledge that mutuallybenefits the university and its societal constituents. Applying the same rigor as scholarshipof learning and scholarship of discovery, scholarship of engagement encompasses theapplication of academic knowledge and skills to providing returns for society, assisting inthe advancing of educational goals for all constituents. For the faculty whose primary7
career focus is as an Engagement Scholar, engagement will result in publications andpresentations; dissemination and peer review.Products of ScholarshipHow is scholarship documented? The paragraphs below are intended to suggestcommon forms of scholarly documentation and are by no means exhaustive. Possible waysto document scholarship do not reflect on the relative significance of these possibilities,and are offered as suggestions only. Other forms of documentation may better fit aparticular scholarly effort, and must be determined by the individual. For non-traditionaldocumentation, and/or to demonstrate the significance of a scholarly product, the evidenceof impact of the scholarship should be listed.Traditional products of scholarship that apply to all three categories of learning,discovery, and engagement include refereed journals, books, chapters, original works,reports to sponsors, and non-refereed publications. Competitive grants and contracts offeranother avenue of scholarly product that is common to all categories of scholarship.Candidates should provide context for the importance and impact of all these products toarticulate the value to a broader community.In addition to publications and grants, products of learning scholarship may beartifacts such as educational software and laboratory instructional hardware. Peerrecognized instructional methods workshops offer another venue for dissemination oflearning scholarship. Again, this is not an exhaustive list.Products of disco
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Welcome to the Faculty Handbook for Success, Advancement, and Promotion at UCSF! This handbook, developed and designed by the UCSF Academic Senate, provides essential information about faculty appointments, advancement and promotion
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