Teaching Professor Promotion Procedures, Department of Linguistics

General Provisions

Scope and Purpose. The award of promotion in rank is among the most important and far- reaching decisions made by the Department of Linguistics because an excellent teaching faculty is an essential component of any outstanding institution of higher learning. Promotion decisions also have a profound effect on the lives and careers of teaching faculty. Recommendations concerning promotion must be made carefully, based upon a thorough examination of the candidate’s record and the impartial application of these criteria and procedures.

It is the purpose of this document to promote the rigorous and fair evaluation of a teaching professor’s performance during the promotion process by (a) establishing criteria that express the department’s expectations for meeting University standards in terms of disciplinary practices; (b) providing procedures for the initial evaluation of teaching, scholarship, and service; (c) preserving and enhancing the participatory rights of candidates, including the basic right to be informed about critical stages of the process and to have an opportunity to respond to negative evaluations; and (d) clarifying the responsibilities, roles, and relationships of the participants in the promotion review process.

The Linguistics Department adheres to the minimum requirements established by the Teaching Professor Job Title Series Guidelines. Each level of review, including the initial review and the intermediate review, conducts an independent evaluation of a candidate’s record of performance and makes independent recommendations to the next review level. It is the responsibility of each person involved in the review process to exercise their own judgment to evaluate a teaching professor’s teaching, scholarship, and service based upon the entirety of the data and information in the record. No single source of information, such as peer review letters, shall be considered a conclusive indicator of quality.

Academic Freedom. All teaching professors, regardless of rank, are entitled to academic freedom and the right as citizens to speak on matters of public concern. Likewise, all teaching professors, regardless of rank, bear the obligation to exercise their academic freedom responsibly and in accordance with the accepted standards of their academic disciplines.

Confidentiality and Conflicts of Interest. Consideration and evaluation of a teaching professor’s record is a confidential personnel matter. Only those persons eligible to vote on promotion may participate in or observe deliberations or have access to the personnel file (except that clerical staff may assist in the preparation of documents under conditions that assure confidentiality).

No person shall participate in any aspect of the promotion process concerning a candidate when participation would create a clear conflict of interest or compromise the impartiality of an evaluation or recommendation. See Nepotism Policy for the College of Liberal Arts & Sciences, and Employment of Relatives.

If a candidate believes that there is a conflict of interest, the candidate may petition to have that person recuse themself. If a committee member does not recuse themself, a decision about whether that person has a conflict of interest shall be made by a majority of the other committee members.

Promotion Standards

General Principles. The University strives for a consistent standard of quality against which the performance of all teaching professors is measured. University criteria for promotion require “demonstration of excellence in the application of evidence-based teaching practices in the classroom and other criteria established at the school/department for teaching, scholarly engagement, and service.”

The nature of teaching professors’ activities varies across the University and a teaching professor’s record must be evaluated considering their particular responsibilities and the expectations of the discipline. Teaching should normally be given primary consideration, but the particular weight to be afforded to each component of a teaching professor’s activities depends upon the responsibilities of the teaching professor, specified in their position description. A teaching professor’s full allocation of duties must equal 100%, and they must be configured within the following percentage ranges: teaching at 60-80%, scholarly engagement at 10-20%, and service at 10-20%.

Timeline for Promotion in Rank and Title. The Department of Linguists follows the Office of Provost and Executive Vice Chancellor Teaching Professor Job Title Series Guidelines. The second 3rd-year evaluation of an assistant teaching professor must be conducted by the unit as a comprehensive review for consideration of promotion to associate teaching professor. If unsuccessful, an individual may request another review for promotion in subsequent years. An assistant teaching professor is not eligible to be promoted directly to the rank of Teaching Professor.

Associate teaching professors normally remain at the associate rank for 6 years. During the 6th year, the regular 3rd-year comprehensive review must be conducted as a review for promotion to full teaching professor, primarily based on demonstration of excellence in the application of evidence-based teaching practices in the classroom and impacting teaching and learning outside the school/department at the University and/or national level, in addition to other criteria established at the school/department level for teaching, scholarly engagement, and service. If unsuccessful, an individual may request another review for promotion in subsequent years.

Promotion in rank from assistant to associate teaching professor, or associate to full, may occur after one 3-year term in the current rank and only at the time a new limited term appointment is offered after the comprehensive review by the department and school/college level and with the approval of the Provost. Promotion in rank will not occur prior to three years of service as assistant or associate teaching professor, except as otherwise recommended by the Chair/Dean.

Teaching (60-80%). Teaching is a primary function of the University, which strives to provide an outstanding education for its students. The evaluation of teaching includes consideration of syllabi, course materials, and other information related to a teaching professor’s courses; peer and student evaluations; a candidate’s own statement of teaching philosophy and goals; public representations of teaching; other accepted methods of evaluation, which may include external evaluations; and contributions to course or curriculum transformation efforts and assessment. (See the Center for Teaching Excellence’s Benchmarks for Teaching Effectiveness Framework.)

High quality teaching is serious intellectual work grounded in a deep knowledge and understanding of the field and includes the ability to convey that understanding in clear and engaging ways.

The conduct of classes is the central feature of teaching responsibilities at KU but teaching also includes supervising student research, mentoring and advising students, and other teaching-related activities outside of the classroom.

Under the University standards for the award of promotion to associate teaching professor, the record must demonstrate effective teaching, as reflected in such factors as command of the subject matter, the ability to communicate effectively in the classroom, a demonstrated commitment to student learning, and involvement in providing advice and support for students outside the classroom.

In the Department of Linguistics, the following teaching expectations to meet University standards apply for the award of promotion to the rank of associate teaching professor:

• Demonstration of excellence in the application of evidenced-based teaching practices in the classroom.

Additionally, the candidate should meet two or more of the following teaching expectations for the award of promotion to the rank of associate teaching professor:

• Participation in teaching innovations (e.g., participation in CTE activities, redevelopment of courses, increasing Diversity Equity, Inclusion, and Belonging (DEIB) in the course or curriculum)
• Evidence of exceptional/above average quality and time commitment to DEIB in classroom teaching, advising or pedagogy
• Demonstrated effectiveness in supervising, mentoring and/or advising student research
• Provide professional development opportunities to the department and/or wider community (e.g., share teaching innovations, techniques, experiences, etc.)
• Provide mentorship or instruction that teaches graduate students how to teach at the higher education level using best practices
• Engage in the building or redesign of on-line or in-person courses
• Creating research-based outreach efforts and programming (e.g., with area industry, community colleges)

Under the University standards for promotion to the rank of full teaching professor, the record must demonstrate continued effectiveness and growth as a teacher, as reflected in such factors as mastery of the subject matter, strong classroom teaching skills, an ongoing commitment to student learning, and active involvement in providing advice and support for students outside the classroom.

In the Department of Linguistics, the following teaching expectations to meet University standards apply for the promotion to the rank of full teaching professor:

• Demonstration of excellence in the application of evidence-based teaching practices in the classroom and impacting teaching and learning outside the school/department at the University and/or national level.

Additionally, the candidate should meet three or more of the following teaching expectations for the promotion to the rank of full teaching professor:

• Participation in teaching innovations (e.g., participation in CTE activities, redevelopment of courses, increasing DEIB in the course or curriculum)
• Evidence of exceptional/above average quality and time commitment to DEIB in classroom teaching, advising or pedagogy
• Demonstrated effectiveness in supervising, mentoring and/or advising student research
• Provide professional development opportunities to the department and/or wider campus community (e.g., share teaching innovations, techniques, experiences, etc.)
• Provide mentorship or instruction that teaches graduate students how to teach at the higher education level using best practices
• Engage in the building or redesign of on-line or in-person courses
• Creating research-based outreach efforts and programming (e.g., with area industry, community colleges)
• Delivering research-based continuing education and/or professional development for faculty and staff

Scholarship (10-20%). Scholarship should be evaluated according to individual teaching professor’s workload requirements. The concept of “scholarship” encompasses not only traditional academic research and publication, but also any other products or activities accepted by the academic discipline as reflecting scholarly effort and achievement for purposes of promotion. While the nature of scholarship varies among disciplines, the University adheres to a consistently high standard of quality in its scholarly activities to which all teaching professors, regardless of discipline, are held. No single mechanism can be used to evaluate the quality of research produced by a teaching professor. Although peer-reviewed books and articles are weighted most heavily, impactful research contributions often appear in other outlets. In such cases, an explanation of the nature and value of the contribution should be submitted.

Under the University standards for the award of promotion to the rank of associate teaching professor, the record must demonstrate a successfully developing scholarly career, as reflected in such factors as the quality and quantity of research activities.

In the Department of Linguistics, the candidate should meet one or more of the following scholarship expectations to meet University standards for the promotion to the rank of associate teaching professor:

• Peer-reviewed publication related to linguistics and/or teaching
• Other research engagement, scholarly outreach, or the transmission of their findings and conclusions to colleagues or to the public at large
• Grant funding from public or private funding organizations
• Presentation of research to professional audiences through scholarly presentations, reviews, and workshops, which are typical means to disseminate scholarly work
• Invited presentation of research to professional audiences

Under the University standards for promotion to the rank of professor, the record must demonstrate an established scholarly career. In the Department of Linguistics, the candidate should meet two or more of the following scholarship expectations to meet University standards for the promotion to the rank of full teaching professor:

• Peer-reviewed publication related to linguistics and/or teaching
• Other research engagement, scholarly outreach, or the transmission of their findings and conclusions to colleagues or to the public at large
• Grant funding from public or private funding organizations
• Presentation of research to professional audiences through scholarly presentations, reviews, and workshops, which are typical means to disseminate scholarly work
• Invited presentation of research to professional audiences

Service (10-20%). Service is an important responsibility of all teaching professors that contributes to the University’s performance of its larger mission. Although the nature of service activities will depend on a candidate’s particular interests and abilities, service contributions are an essential part of being a good citizen of the University. The Department of Linguistics accepts and values scholarly service to the discipline or profession, service within the University, and public service at the local, state, national, or international level.

Under the University standards for the award of promotion to associate teaching professor, the record must demonstrate a pattern of service to the University at one or more levels, to the discipline or profession, and/or to the local, state, national, or international communities.

In the Department of Linguistics, the candidate should fulfill two or more of the following service expectations to meet University standards for the award of promotion to the rank of associate teaching professor:

• Regular service to the department through attendance of department meetings
• Participation in department committees (standing or ad hoc committees, faculty search committees, etc.)
• Participation in committees at other levels (e.g., related to dissemination of effective teaching practices)

Under the University standards for promotion to the rank of full teaching professor, the record must demonstrate an ongoing pattern of service reflecting contributions to the University at one or more levels, to the discipline or profession, and/or to the local, state, national, or international communities.

In the Department of Linguistics, the candidate should fulfill two or more of the following service expectations to meet University standards apply for the promotion to the rank of full teaching professor:

• Participation and/or leadership in department committees (standing or ad hoc committees, program-level committees, faculty search committees, etc.)
• Record of service to the University through membership on College, University, or campus committees or through University Governance
• Evidence of service to the community (university, local, state, national, or international)
• Participation in committees at other levels (e.g., related to dissemination of effective teaching practices)

Ratings for Performance. Using the criteria described above, the candidate’s performance in the areas of teaching, scholarship, and service will be rated using the terms “excellent,” “very good,” “good,” “marginal,” or “poor,” defined as follows:

1. “Excellent” means that the candidate substantially exceeds expectations for promotion to this rank.
2. “Very Good” means the candidate exceeds expectations for promotion to this rank.
3. “Good” means the candidate meets expectations for promotion to this rank.
4. “Marginal” means the candidate falls below expectations for promotion to this rank.
5. “Poor” means the candidate falls significantly below expectations for promotion to this rank.

Absent exceptional circumstances, no candidate may be recommended for promotion without meeting standards in all applicable areas of performance.

Promotion Procedures

Teaching Professor Promotion Committee. The Department of Linguistics review committee shall evaluate the candidate’s teaching, research, and service. In the Department of Linguistics, the initial review committee is the department Teaching Professor Promotion Committee, appointed by the chair. This committee is independent of the Promotion and Tenure Committee that evaluates tenure-track professors for promotion/tenure. The department’s Teaching Professor Promotion Committee consists of 3 faculty members, all of whom hold a rank above that of the candidate (Associate Teaching Professor and/or Associate Professor or above for promotion to Associate Teaching Professor; Teaching Professor and/or Professor for promotion to Teaching Professor).

Initiation of Review. Typically, an assistant teaching professor is considered for promotion to associate after six years at the assistant rank; promotion to full is typically considered after serving in the rank of associate teaching professor for six years.

At or before the beginning of the spring semester, the unit shall consider the qualifications of all teaching professors below the rank of full teaching professor, with a view toward possible promotion in rank during the following academic year. After considering a teaching professor’s qualifications, if the unit determines that those qualifications may warrant promotion in rank, or if the teaching professor requests it, the unit shall initiate procedures for reviewing the teaching professor for promotion.

Preparation of the Promotion File. NOTE: Candidates who hold joint appointments prepare only one set of promotion materials for review by both units in which they hold an appointment. The initial review units (i.e., departments, centers, etc.) shall consult with each other on their evaluations and the evaluation process, but each initial review unit must provide a separate evaluation of the candidate’s performance in the unit.

Candidate for promotion to associate or full teaching professor should gather or prepare the following materials to be submitted in the "Multi-Term Faculty Report" to the Promotion Committee by the deadline set by the department. 

1. Current CV
2. Previous annual evaluations, since the beginning of their current appointment
3. Position description
4. List of courses taught and enrollments in courses
5. Demonstration of teaching effectiveness
6. Summary of accomplishments in service, scholarly engagement, and administrative duties as applicable.

The template for this report is currently available at: Multi-Term Faculty.

The Teaching Professor Promotion Committee shall receive the Multi-Term Faculty Report form and accompanying materials from the candidate. The Committee will conduct a Multi-Term Faculty Unit Review of the candidate’s teaching, scholarship, and service.

Recommendations. Upon completion of the record, the committee conducting the initial review shall evaluate the candidate’s record of teaching, scholarship, and service in light of the applicable standards and criteria and make recommendations in accordance with the voting procedures detailed below. The initial review committee votes on each major category listed in the recommendation form as well as on whether to recommend or not recommend promotion and/or tenure. These votes are counted and tallied by the committee chair in order to arrive at the recommendation. A simple majority of votes is required. The committee recommendation shall be forwarded for consideration to a committee of the whole consisting of all faculty members holding the appropriate academic rank (Associate Teaching Professor and/or Associate Professor or above for promotion to Associate Teaching Professor; Teaching Professor and/or Professor for promotion to Teaching Professor).

In the department, voting procedures are as follows: the initial review committee makes a recommendation on each major category listed in the recommendation form to the committee of the whole. The committee of the whole votes by secret ballot on each major category listed in the recommendation form as well as on whether to recommend or not recommend promotion and/or tenure. These votes are counted and tallied by the chair in order to arrive at the final recommendation. A simple majority of votes is required. 

The committee shall prepare the evaluation and summary evaluation sections of the promotion and/or tenure forms. The forms and recommendations shall be forwarded to the chair, who shall indicate separately, in writing, whether they concur or disagree with the recommendations of the committee of the whole. The department chair shall communicate the recommendations of the initial review, and their concurrence or disagreement with the recommendation, to the candidate and provide the candidate with a copy of the summary evaluation section of the promotion and tenure form. Negative recommendations shall be communicated in writing and, if the review will not be forwarded automatically, the chair shall inform the candidate that they may request that the record be forwarded to the Dean’s Office for further review.  

Favorable recommendations, together with the record of the unit review, shall be forwarded to the Dean’s Office by the deadline set by the CLAS Dean’s Office for an independent intermediate administrative review. Negative recommendations resulting from a Unit Review shall go forward for intermediate review only if the candidate requests it. The candidate may submit a written response to a negative recommendation by the Department or to a final rating of teaching, research, or service below the level of “good” included in the evaluation section of the recommendation.