September 5th, 2017

Teaching or Professional Duties

Teaching is arguably the most important responsibility of the three major duties of Instructional (“I”) faculty (with the other duties being research and service). Given that the primary mission of the UHM College of Education is teacher preparation, the College expects its faculty to demonstrate excellence in teaching — “good” or “average” teaching is not sufficient. Teaching duties include coursework (face-to-face and on-line), field supervision, academic advising, guiding theses and dissertations, student mentoring, course and program development, and other activities related to the instructional mission of the University. In applying for tenure and promotion, the onus is on faculty to provide evidence of the quality of their teaching and related instructional duties.

For Specialist (“S”) faculty, instead of a focus on teaching, their is a focus on the individual faculty member’s professional duties as described in the faculty member’s letter of hire.  The letter of hire is essentially a contract between the faculty member and UHM that outlines requirements and expectations of the faculty member’s position. Occasionally teaching is listed among the professional duties for a specialist, but more often, that is not the case. Professional duties are categorized as Administration, Program Development, or Direct Client Services.  Note that the role of the Specialist Position at UHM is “to effectively support the academic mission of the university” (Appendix B, Supplemental Guidelines).

Activity #6, for “I” faculty only (complete by 10/11/17): UHM Center on Teaching Excellence

Visit the UHM Center for Teaching Excellence website. Review the range of services offered by the Center and consider which services might be of value to you. If you choose to have the Center do an observation of your teaching or a mid-term evaluation, contact the Center and schedule it!

Activity #6a, for “S” faculty only (complete by 10/11/17): Letter of Hire

Meet with your department/unit chair and review each duty listed in your letter of hire.  Note when (which months or semesters) you will have an opportunity to address each duty, discuss ways in which you’ll fulfill the duty, and ask for advice on how you might demonstrate that you’ve fulfilled the duty at a level of performance expected for tenure and promotion to associate specialist.  If you have been assigned duties that are not clearly associated with a duty listed in your letter of hire, ask your department/unit chair on how you should address that duty in your plan and progress towards tenure and promotion.

Activity #7, for “I” and “S” faculty  (complete by 10/11/17): Discuss your UH Teaching & Work Experiences

Using the Discussion Forum on the Laulima site for the New Faculty Orientation, post a paragraph or two reflecting on your UH teaching and work experiences, with a focus on interpersonal communication.  If you are new to Hawaii and UH, discuss how your experiences here compare to previous ones. If you have experience teaching or working at UH, discuss key insights you’ve had about what makes for effective interpersonal communication with students, staff, and faculty here at UHM.  Respond to one or two posts of your colleagues in the Laulima Forum on this topic.

 

Duties & Minimum Qualifications (“Appendix A,” OVPAA, UH Executive Policy)

Duties & Minimum Qualifications of Associate Professor (I-4)

Duties and Responsibilities

  • Conduct assigned courses and seminars in undergraduate and graduate level instruction
  • Supervise independent study activities and off-campus learning such as practicums and internships
  • Serve as academic advisor to students; to serve on University committees
  • Participate in curriculum development activities, including the development of curriculum materials and special instructional methods
  • Serve as chair or member of committees in charge of candidates for advanced degrees
  • Perform related tasks as assigned.

Minimum Qualifications

  • Doctorate
  • Proficiency in teaching
  • Minimum of four years of full-time college or university teaching at the rank of assistant professor or equivalent
  • Increasing professional maturity

Duties & Minimum Qualifications of Assistant Specialist (S-3)

Duties and Responsibilities

  • Under general direction and with latitude for independent judgment in the field of specialization, perform assigned functions and carry out routine duties competently
  • Supervise clerical help

Minimum Qualifications

  • Master’s degree + 30 credits of graduate study in a field relevant to the position
  • At least three years experience in the appropriate area at the next lower rank or its equivalent

Duties & Minimum Qualifications of Associate Specialist (S-4)

Duties and Responsibilities

  • Under only general direction with wide latitude for the exercise of professional independent judgment in the field of specialization, to perform assigned functions competently

Minimum Qualifications

  • Doctorate in a field relevant to the position
  • At least four years experience in the appropriate specialty at the next lower rank with demonstrated increasing professional maturity
    • including at least two years of experience directly related to the current job assignment
  • Ability to plan and organize assigned activities, including the work of assistants when appropriate
  • Ability to work effectively with faculty, staff, and administrators as necessary

 

Tenure and Promotion Criteria – Teaching or Professional Duties

What follows are the UHM criteria concerning teaching, specific to the matter of tenure, and then specific to promotion. The criteria first include general comments about each (with embedded criteria), and then specific criteria about each.  The link to the source documents follow these delineations.

 

Tenure Criteria

General Comments: Reasons for Granting Tenure (applicable to “I” and “S” faculty)

  • Productive and valuable member of your department, school/college, and campus
  • Pattern of continuing professional growth is positive,
  • The University anticipates a long-term need for your professional specialty and services.
  • “Unless there is a clear case for tenure, the practice is not to recommend tenure.”
  • Greatest weight given to accomplishments and performance during the period since your initial hire at UH and your pattern and rate of professional growth.

Specific Tenure Criteria for I-Faculty

  • Present and long-term need for a faculty member with the particular combination of qualifications,  expertise, and abilities
  • A high level of competence as a teacher
  • Increasing professional accomplishment as a teacher

Evidence for I-Faculty:

Specific Tenure Criteria for S-Faculty

  • Present and long-term need for a faculty member with the particular combination of qualifications,  expertise, and abilities
  • A level of professional achievement and productivity in the field of specialization appropriate to the rank at which tenure is sought in comparison with peers active in the same field
  • For Junior and Assistant Specialists:  clear evidence of professional growth in the specialty
  • For Associate Specialists:  is an established contributor to the standards, techniques, and methodology of the profession.
  • Participation in the academic affairs of the University through service
  • A willingness to use professional competence in the service of the profession and the general community
  • Ability to work effectively with faculty, staff, and administrators as necessary.
  • Proficiency in each of the three categories of responsibility (professional activities, research/scholarly activities, service activities)

Evidence for S-Faculty:

  • UHM does not provide specific guidance on the types of evidence that may/should be used to demonstrate how the criteria for tenure and/or promotion have been met.
  • Possible sources of evidence include:
    • Letters from supervisors
    • Solicited and unsolicited letters from individuals involved in the professional activities (or recipients of services)
    • Other sources providing evaluation of work (published review addressing the quality of a professional contribution; data showing effectiveness of a program/curriculum/professional activity, etc.)

 

Promotion Criteria

General Comments on Granting Promotion (applicable to “I” and “S” faculty)

  • Meet the minimum qualifications established by the Board of Regents for the rank to which promotion is sought
  • Meet additional criteria of the department/unit, school/college and campus
  • Level of academic achievement and reputation commensurate with the rank sought as found at major research universities in the US
    • Mere satisfaction of minimum qualifications does not guarantee promotion
    • Promotion not granted to recognize “satisfactory” performance
    • Competent or even superior performance in one area of activity or responsibility is not sufficient to justify promotion

Specific Criteria for Promotion to Associate Professor (I-4)

  • Mature level of performance as a teacher
  • Versatility to contribute to all levels of the department’s instructional program.

Evidence for Promotion to Associate Professor (I-4)

Specific Criteria for Promotion to Assistant Specialist (S-3)

  • Competence, productivity, and increasing professional achievement and maturity in the performance of assigned duties
  • Master’s degree and minimum of 30 credits of graduate study beyond the Master’s with major work in a field closely related to the position
  • Ability to perform duties calling for independent professional judgment in the field of specialization
  • Productivity and an indication of the capacity to supervise clerical help
  • At least three years experience at the next lower rank or equivalent

Specific Criteria for Promotion to Associate Specialist (S-4)

  • Increasing professional maturity in the professional specialization and in the performance of duties in the rank of Assistant Specialist
  • Ability to exercise professional judgment competently in the field of specialization
  • Level of professional achievement which reflects his or her stature as a contributor to the standards, techniques and methodology of the profession in comparison with peers active in the same field
    • Comparison group includes local colleagues and the whole of the professional community active at major institutions of higher education
    • Contributions of such a nature as to permit critical review and facilitate use by other professionals are of first importance in establishing professional achievement. There must be evidence of interaction with the broader professional community beyond the University of Hawai’i.
  • Doctorate with major coursework and dissertation in a relevant field
  • At least four years of experience in the appropriate specialty in the next lower rank or equivalent
  • Ability to plan and organize assigned activities and to supervise the work of assistants, if appropriate

Evidence for Promotion to Assistant or Associate Specialist (S-3 or S-4)

  • UHM does not provide specific guidance on the types of evidence that may/should be used to demonstrate how the criteria for tenure and/or promotion have been met.
  • Possible sources of evidence include:
    • Letters from supervisors
    • Solicited and unsolicited letters from individuals involved in the professional activities (or recipients of services)
    • Other sources providing evaluation of work (published review addressing the quality of a professional contribution; data showing effectiveness of a program/curriculum/professional activity, etc.)

 

Guidelines for Preparing the Application

General Comments

  • Document your accomplishments with as much objective evidence as possible.
  • Letters of support: select those that evaluate specific contributions or achievements rather than those which simply express support for your case

Statement of Endeavors (narrative of dossier; 1-9 pages, 12 point font)

(“Well-documented and clear report of activities and achievements since the last promotion or since initial hire”)

  • Instructional philosophy (I-faculty)
  • Professional philosophy (S-faculty; address specialist role to support the academic mission of UHM)
  • Unique aspects and special significance of your accomplishments and future plans in teaching (I-faculty) or professional activities (S-faculty)

Supporting Materials for I-Faculty

  • Teaching evaluations (representative sample from recent years)
    • all the recent courses which used the standard evaluation procedures of your unit
  • Awards or citations for excellence in teaching should be recorded.
  • Progress over the years in the scope, depth and effectiveness of your teaching
  • Contributions to the curriculum
    • Materials from courses you have helped to create or modify
    • Materials from classes you have taught as writing intensive, as part of the honors program, or to serve special needs
    • Innovations in teaching or teacher training, including the development of textbooks and innovation in the publication of educational materials (e.g., electronic publication, CD ROMs, etc).

Supporting Materials for S-Faculty

  • Evaluations of professional activities (representative sample from recent years)
  • Awards or citations for excellence in professional activities
  • Progress over the years in the scope, depth and effectiveness in carrying out your professional activities
  • Contributions to the profession at UHM and to your professional field
    • Materials/processes you have helped to create or modify
    • Innovations in the practice of the profession, including the development of textbooks, handbooks, evaluation instruments, and innovation in the publication of educational materials (e.g., electronic publication, CD ROMs, etc). May be evidenced by professional presentations
  • Other sources of evidence may include:
    • Letters from supervisors
    • Solicited and unsolicited letters from individuals involved in the professional activities (or recipients of services)
    • Other sources providing evaluation of work (published review addressing the quality of a professional contribution; data showing effectiveness of a program/curriculum/professional activity, etc.)
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