The University of Iowa College of Nursing Criteria for Appointment, Reappointment, and Promotion of Instructional Track Faculty This document describes the College of Nursing Criteria for Appointment, Reappointment, and Promotion of Instructional-track Faculty. These criteria are intended to provide clarity and guidance to instructional track faculty seeking appointment, reappointment, and/or promotion from one rank to another. The ranks of Instructional-track faculty shall be assigned according to the qualifications delineated in College of Nursing Instructional Track Policy (II: C). Promotion and reappointment is based on a sustained record of teaching excellence and service to the College of Nursing. Professional productivity may also be considered for promotion and reappointment if workload allocation is given to the candidate. Significant accomplishments in the activities specified under the sections on service and professional productivity (discussed below) will strengthen a candidacy for promotion. However, such accomplishments cannot replace excellence in teaching as a justification for promotion to the next rank. As the Lecturers progress through their appointments, they will increasingly incorporate activities of the higher rank, as preparation for promotion application, if so desired. Note: because the majority of instructional faculty will have 10% time allocated to service, this portion of their workload will be evaluated. It will be less common that Instructional Faculty will have time allocated to professional productivity. Teaching Criteria The following teaching criteria are based on a description of teaching found in the Operations Manual (III.10.6) and adapted to evidence used to evaluate teaching effectiveness in the College of Nursing. Considerations for Peer Groups in interpreting/evaluating the evidence is also provided below. Faculty members teach a wide variety and types of courses at the University. Teaching of courses (i.e., face-to-face and on-line) includes the preparation of course syllabi, course materials appropriate to modality of delivery (i.e., face-to-face or on-line), course lectures, discussion topics, and student assignments such as papers and projects. Faculty also prepare and administer examinations, evaluate student work, train and supervise the work of teaching assistants, continuously read in their field to include up-to-date material and information in their classes, and meet their students outside of class to advise, help, and guide them in their course work. Teaching also includes the mentoring of undergraduate and graduate students for scholarship. Other important teaching efforts include faculty initiatives to improve instruction through the design and revision of the curriculum, the creation of new courses, the revision of existing courses, and supervision and support of the scholarship of students. The College of Nursing also defines teaching as "training or instruction given to students or small groups while service is delivered". Operations Manual III.10.9/i.2.e. 5/9/2017: Approved by CoN Faculty Organization; XXXX: Approved by Interim Provost Sue Curry 1
Teaching Expectations by Rank Teaching is the primary mission of the Instructional Track Faculty. Therefore, excellence in teaching is expected of all Instructional Track Faculty. Reappointment and promotion are based on teaching performance of the candidate. The qualifications of a candidate for promotion will be based on: 1. Curriculum Vitae: A current curriculum vitae in the college s standard format. 2. Statement of personal teaching philosophy: This statement will be reviewed to provide insight into the candidate s pedagogical vision. The candidate will provide insight as to how the peer and student feedbacks have improved teaching methods. 3. Documentation of peer and student evaluations of candidate s teaching: Peer and student evaluations are one tool to measure teaching effectiveness. Evaluations allow the candidate to reflect and improve student learning. 4. Teaching contributions. See College of Nursing Procedures for Instructional-track Promotion Decision Making for complete list. Because of the dynamic nature of the teaching process, evidence of teaching excellence must be collected over time. The candidate may use the exemplars outlined below to provide in-depth examples of their teaching accomplishments for reappointment and promotion. NOTE: Exemplar examples have been provided for each rank. Documentation of teaching contribution may include, but is not limited to, the following: Lecturer 1. Demonstrates experience in classroom teaching (including as a teaching assistant), pedagogically related advising or mentoring, curriculum development, or other means. Note: This is the criterion for appointment; by reappointment, the faculty member should have demonstrated the ability to successfully teach in classrooms, online, and/or in clinical settings. 2. Demonstrates ability to successfully guide student s independent study projects, student internships, and/or academic advising when assigned/ available. 3. Demonstrates strong communication, organizational, and interpersonal skills. 4. Shows promise and capacity to contribute to the mission and goals of the UI College of Nursing. 5. Demonstrates understanding of the curriculum related to assigned classes. 6. Participates in the updating/ revising of existing courses. 7. Participates in peer observations of teaching. Associate Professor of Instruction In addition to the examples listed for the Lecturer rank, the following are exemplar expectations listed for the Associate Professor of Instruction. NOTE: Documentation of teaching effectiveness may include, but is not limited to, the following: 1. Develops, implements, and evaluates innovative methods to promote student learning 2. Uses technology to facilitate educational processes 3. Uses innovative teaching paradigms 4. Mentors new instructional track faculty 5/9/2017: Approved by CoN Faculty Organization; XXXX: Approved by Interim Provost Sue Curry 2
5. Collaborates with nurses and other professionals in clinical sites to improve student clinical experiences, if applicable 6. Collaborates with nurses in clinical sites to help them develop student precepting/mentoring skills, if applicable 7. Mentors (precepts) students (e.g. TA or independent study) related to nursing education 8. Attains certification in nursing education (Certified Nurse Educator CNE) 9. Receives awards for teaching excellence Professor of Instruction In addition to the examples listed for the Associate Professor of Instruction, the following are exemplar expectations listed for the Professor of Instruction. NOTE: Documentation of teaching effectiveness may include, but is not limited to, the following: 1. Proven master teacher consistently demonstrating outstanding ability in designing & organizing academic materials to enrich the curriculum 2. Serves as Advisor on DNP projects, dissertation, or thesis committees, appropriate to academic preparation. 3. Demonstrates a successful record of achievement in mentoring, collaboration, and support of students, other faculty, and professional colleagues. 4. Leads efforts that enhance the sense of community within the College. 5. Receives awards for teaching excellence 6. Serves as committee member or other leadership position within CCNE, ACEN or CNEA accreditation systems Considerations for Peer Group for Evaluating Teaching The following documents shall be reviewed to assess a candidate s teaching effectiveness: The College of Nursing files all student evaluations and provides de-identified collegiate norms for comparison in the evaluation of teaching. When possible, evaluations of a faculty member teaching a course should be compared to evaluations of other College faculty members for the same course, taught at different times. The evaluations of the candidate for reappointment and promotion will be compared with the evaluations of faculty members at or above the rank to which reappointment or promotion is being considered. Evaluation scores of the candidate are expected to be approximately equivalent to those at rank or of higher rank. Evaluation scores are expected to demonstrate effective teaching or show a record of improvement over time. With the progression of rank, there is an increased expectation for teaching excellence Teaching contributions: Instructional track faculty aim to deliver high quality teaching. Thus, the candidate must demonstrate depth and breadth of knowledge in their discipline and be able to communicate this knowledge to their students. It is essential that excellence in teaching be demonstrated by the instructional track candidate. The candidate seeking reappointment or promotion will provide examples of teaching modalities to support their pedagogical vision. Service Criteria 5/9/2017: Approved by CoN Faculty Organization; XXXX: Approved by Interim Provost Sue Curry 3
In addition to teaching, instructional faculty may be expected to provide service at various levels within and outside the College. The College of Nursing values and encourages service to our college and university, profession, the State of Iowa, and national and international organizations. Because most Instructional Faculty will have 10% workload allocated to service, this area will be considered in promotion reviews. Factors that are paramount in the evaluation of overall service contributions are successful discharge of collegiate and university responsibilities, growth in the scope of service with advancement in academic ranks, and contribution to the enhancement of the reputation of the College and the University. For the College and University, faculty members are expected to carry out committee responsibilities in a thorough and timely manner. Other activities include advising students and student organizations, providing peer support through consultations and reviews of teaching, and, for more senior instructional faculty members, taking a leadership role in curriculum review and development. For professional organizations, examples of exemplar service activities may include, but are not limited to, committee leadership or other types of leadership, organization of conferences or sessions at conferences, membership on accreditation boards or agencies, reviewing of clinical journal articles, writing state/national licensure/certification test items, participation in accreditation visits, member of editorial boards for clinical journals, participation in the external peer review of candidates from other institutions, presentation of seminars at universities, and professional organizations, as well as, providing service in organizational leadership and advisory panels. Service for governmental units and community units might include service on community, state and national boards, and professional advising of government organizations in the solution of health related issues and in the formulation of health policy. Service Expectations by Rank: Lecturer Lecturers are expected to participate in faculty meetings and other collegiate-wide activities as effort allocation allows, and to contribute ideas to improve the fulfillment of the college's mission. Academic citizenship and demonstration of generative contributions are valued highly. Local service to the Profession is also valued. Associate Professor of Instruction Instructional track candidates for promotion to associate professor are expected to have increasing service involvement in collegiate committees/ task forces consistent with their workload allocation. State and/or regional service to the Profession is also valued. Full Professor of Instruction Instructional track candidates for promotion to full professor should have demonstrated a record of achievement in service consistent with workload allocation. Examples include positions with increasing responsibility within the College of Nursing and University, participation as an external reviewer for candidates at other institutions, and service to the Profession via leadership roles at the regional and national level. Considerations for Peer Group for Evaluating Service 5/9/2017: Approved by CoN Faculty Organization; XXXX: Approved by Interim Provost Sue Curry 4
Indicators of effective service may include service in local/regional/national positions with increasing responsibility, service awards/recognition, and/or letters of recommendation from chairs of committees/ task forces. Professional Productivity Criteria In the College of Nursing professional productivity is neither a requirement nor an expectation of Instructional Faculty and will not be a consideration in the majority of cases. However, effort may be negotiated for time to engage in professional productivity related to teaching. This criterion does not necessarily apply unless candidates have negotiated a workload allocation for these activities; however, they may be considered as supplemental evidence by the peer group when present. It is extremely rare at the lecturer rank, and may increase incrementally as the faculty member rises in academic rank. In general, professional productivity is a dissemination product (e.g., policy paper on nursing education, publication on teaching, presentation, clinical/curricular policy/guideline, educational grant) that achieves these goals. Examples of dissemination products in each of these dimensions include: 1. Peer-reviewed publications related to teaching methodology or learning outcomes, case studies related to teaching-learning, learning theory development, and development of educational models for theories 2. Accreditation or other comprehensive program reports 3. Published textbooks or other learning aids 4. Grant awards in support of teaching and learning 5. Design of outcome studies or evaluation/assessment programs 6. Presentations related to teaching and learning 7. Program development grant contributions 8. Teaching grants for program development or expansion Professional Productivity Expectations by Rank The College of Nursing has no standard expectations for professional productivity due to the rarity of workload allocation to this component. Evaluation of the professional productivity includes criteria of quality and productivity consistent with the workload allocation. Considerations for Peer Group for Evaluating Professional Productivity The College does not have any absolute quantitative standards for professional productivity metrics. Instead, primary consideration is given to the quality of the disseminations, the demonstrated or potential impact, and the faculty member's trend in dissemination productivity. The evaluation of professional productivity will depend on the faculty s workload allocation to its quality and impact. 5/9/2017: Approved by CoN Faculty Organization; XXXX: Approved by Interim Provost Sue Curry 5