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Instructional Faculty

Instructional (Non-Tenure-Track) Faculty consists of experienced persons holding part-time or full-time appointments, who are primarily considered instructional personnel and may also have service responsibilities, related to the teaching mission of the department, college, or university but no expectation for research or creative activity.

Instructional faculty members promoted within the College will demonstrate high-quality mentoring/teaching effectiveness. Teaching effectiveness is viewed as a measure of quality, not quantity, and is expected of all candidates. Instructional faculty may hold the following rank:

  1. Assistant Professor of Instruction
  2. Associate Professor of Instruction
  3. Professor of Instruction

Faculty in the Instructional faculty track will normally be hired at a rank of Assistant Professor of Instruction, but rank may be negotiated at the time of hire depending on qualifications and experience. Instructional faculty members may be employed on the basis of full-time or part-time appointments.

Instructional faculty are evaluated annually in accordance with the University Annual Faculty Performance Evaluation Policy and SOP. Units may conduct additional reviews as appropriate for multi-year contract renewals. Extensive reviews will be completed the unit’s PTC with input from the Director/Chair and then sent on to the Dean for action of renewal or non-renewal.

Instructional faculty members may negotiate a shift from a full-time to a part-time appointment, or from a part-time to a full-time appointment without loss of rank.

Percentage distribution of teaching and service responsibilities are negotiated with the Chair/Director at the time of hire in the letter of offer and annually as appropriate to meet the needs of the unit or college.

4.1 Promotion

In all review cases, the weight given to teaching must be considered in light of other demands made on the faculty member by hiring agreements or activities necessary to fulfill the unit’s mission. For example, a candidate may have been hired with the understanding that the workload would include administrative responsibilities or may have received resources for scholarly activities that include a reduced teaching workload. Specific teaching responsibilities will occur through dialogue between the faculty member, the unit Director/Chair, the Program Director, and/or the Chair of the unit’s PTC (other committee members also may be involved) and will reflect the goals and needs of the program (including interdisciplinary teaching, if applicable) and the professional goals of the individual faculty member.

The unit Director/Chair shall provide a written record of decisions that may later affect promotion decisions to the faculty member and copies retained in his/her permanent file. To this end, the candidate must maintain accurate documentation (e.g., summary notes of conversations with the Director/Chair, email correspondences) of any changes in workload and expectations that may occur during the pre-promotion period. These documents may be used in the evaluative materials submitted by the candidate at the time of review.

4.2 Accelerated Promotion

Promotion is based on demonstrated merit and impact, not solely on years of service. Although typical time periods in a given rank are usually expected (e.g., a minimum of 5 years in the rank of Assistant and a minimum 5 years in the rank of Associate), demonstrated merit, not years of service, shall be the guiding factor for promotion. Promotion shall not be automatic, nor will it be regarded as guaranteed upon completion of a typical term of service.

In rare circumstances, a faculty member may apply for promotion prior to the typical time in rank. Candidates seeking accelerated promotion are required to consult with their unit Director/Chair and unit PTC Chair by the spring semester closing date prior to submission. Faculty members who apply for promotion prior to the typical time in rank will be evaluated according to the same criteria applied to candidates with the minimum time required at rank. If accelerated promotion is not successful, the faculty member may reapply in accordance with the typical promotion timeline for the rank. Individual units may develop more stringent requirements for their respective candidates that are more specifically defined and exceed those described for accelerated promotion. 

4.3 Review of Instructional Faculty

Promotion through the ranks from assistant professor of instruction to professor of instruction is in recognition of the accomplishments of the faculty member being considered. All Instructional faculty in the College are encouraged to move through the academic ranks to achieve the status of professor of instruction. Promotion shall not be automatic, nor will it be regarded as guaranteed upon completion of a typical term of service.

4.3.1 Pre-Promotion Review

In addition to annual evaluations, instructional faculty planning on applying for promotion should request a pre-promotion review. Depending on the terms and conditions of hire and the historical relationship with the College, the timeline may vary. Ideally, the review would take place in the fall term, three years prior to applying for promotion. It is noted that individual circumstances may alter the timeline. Congruent with the College’s goal of collaboration and mentorship, the Unit PTC will work with the candidate to assist in preparation and guidance for the review. It is the responsibility of the candidate to initiate this process.

The unit PTC and unit Director/Chair will review the materials in accordance with the timeline in the University Faculty Promotion and Tenure SOP. The candidate will receive a letter from the unit Director/Chair that integrates all feedback about his/her progress toward promotion and/or tenure. The letter will include suggestions regarding which area(s) the candidate may need to strengthen and improve. The unit Director/Chair will issue the letter no later than February 15.

4.3.2 Assistant Professor of Instruction to Associate Professor of Instruction

Depending on the terms of hire and the standards of the academic unit, promotion from the rank of assistant professor of instruction (>= 0.5 FTE) to associate professor of instruction will be based on one or both of the following:

  1. A demonstrated record of effectiveness as a teacher/mentor.
  2. A record of service including administration to the discipline, the academic unit, and, where possible, the College, the University, and the public as well as the profession at large.

4.3.3 Associate Professor of Instruction to Professor of Instruction

Depending on the terms of hire and the standards of the unit, promotion to the highest rank requires academic achievements and a professional reputation that is recognized as outstanding
One or more of the following attributes will be considered when deciding if a faculty member will earn the rank of professor of instruction:

  1. Demonstrated continued growth and a cumulative record of mentoring/teaching effectiveness.
  2. Demonstrated leadership in service to the University (unit, College, University), to the public, and the profession at large.
  3. Mentorship and development related to teaching in the college

Continued growth is expected from the time of appointment as Associate Professor of Instruction.

4.4 Documentation

Promotion dossiers for instructional faculty must be prepared in accordance with the University Promotion and Tenure SOP and the dossier guidelines issued by the Office of the Provost.

Candidates must submit materials electronically in the format and order specified in the University SOP. The PTAC will review the materials forwarded through the unit and may request supplemental materials, such as teaching portfolios or additional supporting documentation, when necessary to inform its review.

Instructional faculty dossiers should provide evidence of accomplishments consistent with the candidate’s documented workload and may include evidence related to:

  • teaching effectiveness and course development,
  • curriculum innovation or instructional leadership,
  • student advising, mentoring, and supervision,
  • participation in teaching development or instructional improvement initiatives,
  • interdisciplinary teaching activities, and
  • service to the unit, college, university, or profession.

Academic units may establish additional internal documentation expectations (e.g. teaching portfolio), provided they remain consistent with university policy and these college guidelines.