Teaching Professor Promotion Procedures, Department of Sociology

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 Sociology because excellent teaching faculty are 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 and be based upon a thorough examination of the candidate’s record and the impartial application of clear 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) providing procedures for the initial evaluation of teaching, scholarship, and service; (b) preserving and enhancing the participatory rights of candidates, including the basic right to be informed about critical stages of the process and an opportunity to respond to negative evaluations; and (c) clarifying the responsibilities, roles, and relationships of the participants in the promotion review process.

The Sociology 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 independent judgment in evaluating 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 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 recused. 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 evidenced-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 normally should 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 as 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 Sociology follows the Office of Provost and Executive Vice Chancellor Teaching Professor Job Title Series Guidelines. 

Assistant Teaching Professor:

Assistant teaching professors normally remain at the assistant rank for 6 years. The second 3rd-year (6^th 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. Criteria for promotion are primarily based on the demonstration of excellence in the application of evidenced-based teaching practices in the classroom and other criteria established at the school/department for teaching, scholarly engagement, and service. 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 full Teaching Professor.

Associate 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.

Additional Considerations Concerning Promotion:

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.

Once promoted, associate and full teaching professors will continue to be reviewed annually and will be subject to a comprehensive review on a three-year review cycle prior to any offer of a new limited term appointment.

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 Sociology, 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 evidence-based teaching practices in the classroom.

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

• Participation in and dissemination of teaching innovations (e.g., participation in CTE activities, redevelopment of courses, increasing DEIB in the course or curriculum; dissemination of teaching innovations and materials within and beyond KU campus, e.g., to ASA Trails)
• 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

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 Sociology, 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.

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

• Participation in and dissemination of teaching innovations (e.g., participation in CTE activities, redevelopment of courses, increasing DEIB in the course or curriculum; dissemination of teaching innovations and materials within and beyond KU campus, e.g., to ASA Trails)
• 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

Scholarship (10-20%). Scholarship should be evaluated according to an individual teaching professor’s allocation of effort. 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 scholarly and research activities.

In the Department of Sociology, the candidate should meet two 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 Sociology and/or teaching
• Research engagement and the transmission of the 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, all of 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 full professor, the record must demonstrate an established scholarly career. In the Department of Sociology, the candidate should meet three 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 Sociology and/or teaching
• Research engagement and the transmission of the 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 Sociology 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 Sociology, 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 at 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 Sociology, the candidate should fulfill three 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 Sociology review committee shall evaluate the candidate’s teaching, research, and service. In the Department of Sociology, the initial review committee is the department is the Personnel Committee.

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.

Candidates 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.

Instructions and a template for this report are currently available at: Multi-Term Faculty | Center for Faculty Development and Mentoring.

Recommendations. Upon completion of the record, the committee conducting the initial review shall evaluate the candidate’s record of teaching, scholarship, and service considering the applicable standards and criteria and make recommendations in accordance with the voting procedures detailed below.

After the promotion committee has discussed all aspects of the promotion case, each member of the Personnel Committee is asked to provide, by secret ballot, a rating for teaching, research, and service, as well as a vote to recommend or not recommend promotion. These votes are counted and tallied by the Chair of the Personnel Committee to arrive at the final recommendation. A simple majority of votes is required for a favorable recommendation.

The promotion committee shall prepare the Multi-Term Faculty Unit Review. The forms and recommendations shall be forwarded to the Department Chair, who shall indicate separately, in writing, whether they concur or disagree with the recommendation of the promotion committee. The Department Chair shall communicate the recommendation of the Unit 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 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.