Indiana University School of Liberal Arts at IUPUI [Second Read]
Promotion Criteria for Clinical Faculty
This document outlines the IU School of Liberal Arts’ criteria for promotion within the clinical ranks, including the awarding of long-term (multi-year) contracts.
Promotion from Assistant to Associate Clinical Professor is normally considered during the sixth year at the Assistant Clinical Professor rank. In exceptional cases, promotion to Associate Clinical Professor may be pursued after the third-year review during the fourth or fifth year in rank. The Promotion to Clinical Professor may be sought at any time by an Associate Clinical Professor; however, this promotion is typically recommended after a period of five or more years at the Associate Clinical Professor rank.
In order to be awarded promotion, the candidate must be judged as (1) excellent in teaching and at least satisfactory in service, (2) excellent in service and at least satisfactory in teaching, or (3) highly satisfactory in both teaching and service (i.e., a balanced case).
Research is not a category for evaluation of clinical faculty performance. However, research and creative activity may be used to support the categories of teaching and service where appropriate.
Criteria for Promotion to Associate Clinical Professor
To be judged as excellent in either teaching or service, assistant clinical professors seeking promotion to the rank of associate clinical professor are expected to have developed at least a local and/or regional reputation, with scholarly contributions disseminated in peer-reviewed forums relevant to their work locally, regionally, and/or nationally.
The criteria for promotion include:
TEACHING
Excellent Performance in Teaching. The candidate must successfully document highly effective performance in classroom teaching and highly impactful advising and/or mentoring. Additionally, the candidate must document:
- a strong record of publicly disseminated and peer-reviewed scholarship in teaching at the local and/or regional level and/or beyond, including:
- publications and/or other forms of dissemination such as local/regional/national presentations and workshops, consultations, grants, teaching awards, memberships in teaching colloquia or fellowships (e.g., FACET or Mosaic), and/or curricular products.
- sustained pursuit of professional development in teaching and in leadership (formal or informal) related to the teaching mission of the unit, along with meaningful positive impact on peers on campus or professionally.
- significant involvement in course and program development where appropriate, and/or outstanding performance of organizational and oversight responsibilities.
Highly Satisfactory Performance in Teaching (for balanced cases). The candidate must successfully document effective performance in classroom teaching and impactful advising and/or mentoring.
Additionally, the candidate must document:
- a record of publicly disseminated and peer-reviewed scholarship in teaching at the local and/or regional level and/or beyond, including:
- dissemination at local/regional/national presentations and workshops, consultations, grants, teaching awards, memberships in teaching colloquia or fellowships (e.g., FACET or Mosaic), curricular products, and/or publications.
- growth in teaching and in leadership (formal or informal) related to the teaching mission of the unit.
- meaningful involvement in course and program development where appropriate, and/or impactful performance of organizational and oversight responsibilities.
Satisfactory Performance in Teaching. The candidate must document a record of strong performance in classroom teaching that is in keeping with departmental and university objectives (e.g., PULs), as well as strong performance in advising, and mentoring; the pursuit of professional development in teaching should also be documented (e.g., workshops, involvement with the Center for Teaching & Learning).
SERVICE
Excellent Performance in Service. The candidate must document significantly more than a routine amount of involvement in service activities of outstanding quality and effectiveness, including involvement (where appropriate) in the outreach efforts of the School of Liberal Arts to its various constituencies. Additionally, evidence of a developing reputation for excellence in professional service not only at but also beyond the campus level must be evident. For professional service, the candidate must document that these activities have contributed to the betterment of the School or disciplinary field. In addition, the candidate must show a strong record of publicly disseminated and peer reviewed scholarship in service at the local and/or regional level and/or beyond, including publications and/or other forms of dissemination such as local/regional/national presentations and workshops, consultations, grants, and service awards.
Highly Satisfactory Performance in Service (for balanced cases). The candidate must document more than a routine amount of involvement in service activities of quality and effectiveness, including involvement (where appropriate) in the outreach efforts of the School of Liberal Arts to its various constituencies. There should be evidence of involvement in one or more initiatives over a period of time that contributed to the unit goals or school mission; independent documentation should be provided to show significance, impact, role and effective communication with others. For professional service, the candidate must document that these activities have contributed to the betterment of the School or disciplinary field. In addition, the candidate must show a record of publicly disseminated and peer reviewed scholarship in service at the local and/or regional level and/or beyond, including dissemination through local/regional/national presentations and workshops, consultations, grants, service awards, and/or publications.
Satisfactory Performance in Service. The candidate must document a record of acceptance, in a spirit of willing cooperation, of a normal number of departmental, school, and/or university committee assignments and some participation in professional organizations or service to outside groups. The candidate must also document a record of involvement (where appropriate) in the outreach efforts of the School of Liberal Arts to its various constituencies.
Additional Criteria
In addition to consideration of teaching and service activities, long-term contract recommendations should be based on a prognosis of the candidate’s future achievements, as determined by dependability, growth, originality, potential, and versatility of the candidate’s work in relation to the mission of the School of Liberal Arts at IUPUI and of the particular unit within the School to which the faculty member is assigned. That is, careful consideration should be given to the individual faculty member’s potential contribution to the unit and School missions.
Criteria for Promotion to Clinical Professor
Promotion in rank to clinical professor requires the same type of scholarship in teaching or service as is expected for promotion to associate professor with tenure, including at least some level of national peer-reviewed dissemination of scholarship. However, the expectations for the quantity and impact of such scholarship are moderated by the teaching and service loads of the candidate.
The criteria for promotion to clinical professor include:
TEACHING
Excellent Performance in Teaching. The candidate must document consistent outstanding performance in teaching, advising, and mentoring, including a superior ability and interest in stimulating in students a genuine desire for academic and professional achievement. Candidates should provide evidence of a significant educational impact on their particular discipline or across disciplines, including inside and/or outside the School of Liberal Arts. Evidence of outstanding teaching might include teaching awards (school, campus, university, or disciplinary), indications of the success of students, student and peer evaluations, publication of textbooks or other curricular materials, active participation and leadership in organizations and initiatives devoted to teaching, and curriculum/program development and assessment. Additionally, the candidate must document a strong and consistent record of publicly disseminated and peer-reviewed scholarship in teaching at the local and/or regional level as well as show attainment of national visibility for scholarly contributions to teaching, including:
- publications and/or other forms of dissemination such as local/regional/national presentations and workshops, consultations, grants, teaching awards, memberships in teaching colloquia or fellowships (e.g., FACET or Mosaic), and curricular products.
Highly Satisfactory Performance in Teaching (for balanced cases). The candidate must successfully document effective and innovative performance in classroom teaching and impactful advising and/or mentoring. Additionally, the candidate must document:
- a consistent record of publicly disseminated and peer-reviewed scholarship in teaching at the local and regional level and/or beyond, including:
- dissemination at local/regional/national presentations and workshops, consultations, grants, teaching awards, memberships in teaching colloquia or fellowships (e.g., FACET or Mosaic), curricular products, and/or publications.
- a high level of ongoing professional development activity in teaching and in leadership (formal or informal) related to the teaching mission of the unit, along with substantial positive impact on peers on campus or professionally.
- meaningful involvement in course and program development where appropriate, and/or impactful performance of organizational and oversight responsibilities.
Satisfactory Performance in Teaching. The candidate must document a record of strong performance in classroom teaching that is in keeping with departmental and university objectives (e.g., PULs), as well as strong performance in advising, and mentoring; the pursuit of involvement in professional development in teaching should also be documented (e.g., workshops, involvement with the Center for Teaching & Learning).
SERVICE
Excellent Performance in Service. There must be clear evidence of the exceptional nature of service far above and beyond the routine expectations of professional educators, including involvement (where appropriate) in the outreach efforts of the School of Liberal Arts to its various constituencies.
Additionally, evidence of an established reputation for excellence in professional service (service that is directly tied to the candidate’s field of knowledge) beyond the local level must be evident, including significant involvement in and contributions to organizations and professional service at the national level. For professional service, the candidate must document that these activities have contributed to the betterment of the School or disciplinary field. In addition, the candidate must document a strong and consistent record of publicly disseminated and peer-reviewed scholarship in service at the local and/or regional level as well as show attainment of national visibility for scholarly contributions to service, including publications and/or other forms of dissemination such as local/regional/national presentations and workshops, consultations, grants, and service awards.
Highly Satisfactory Performance in Service (for balanced cases). The candidate must document a major role in one or more service activities of quality and effectiveness over a period of time, including involvement (where appropriate) in the outreach efforts of the School of Liberal Arts to its various constituencies. Additionally, evidence of active and ongoing professional service (service that is directly tied to the candidate’s field of knowledge) beyond the local level must be evident, including some involvement in and contributions to organizations and professional service at the national level.
Independent documentation should be provided to show significance, impact, role and effective communication with others. In addition, the candidate must document a consistent record of publicly disseminated and peer-reviewed scholarship in service at the local and/or regional level, including publications, presentations, workshops, consultations, grants; in addition, some level of national peer- reviewed dissemination of scholarship is required.
Satisfactory Performance in Service. The candidate must document high quality performance of a range of departmental, school, or university committee assignments, including some leadership at the local level and/or participation in professional organizations or service to outside groups at the local/regional level and/or national level. The candidate must also document a record of involvement (where appropriate) in the outreach efforts of the School of Liberal Arts to its various constituencies.
