Research / Scholarship. Excellence in scholarship requires documentation of substantial and innovative post-tenure accomplishments as well as the promise of continued significant contribution to one’s field of expertise.  Substantial and innovative accomplishments might be shown in many ways, including the following examples: through publication of books summarizing one’s field or program of scholarship, invited exhibitions of one’s work in regional and national venues (e.g. major museum galleries), reviews of one’s creative work in major venues (e.g. in reviews of major art exhibits of the previous year), invitations to author key publications summarizing one’s field of study (e.g. decade-in-review articles), filing of new patents, or copyrights, national awards from professional societies for one’s scholarly contributions, career development awards, significant funding and management of a major program of research, or through evidence of significant influence of one’s work on the work of other scholars (e.g. citation of one’s work as the origin of subsequent work by others, the use of one’s datasets by other researchers, etc.).

Excellence in research might also be documented by national or international recognition for a new (since tenure) area of programmatic scholarship.  This can be shown by documenting the work itself, its contribution to knowledge, and its importance to the field or society (e.g. by its frequency of citation, by quoting from reviews of the work, by the testimony of external reviewers, by the importance of the topic itself, etc.). Achievement might also be recognized for taking one’s continuing scholarship to a new level, for example moving from basic research or need assessment research into the testing of societal interventions, taking one’s demonstration projects to scale across a region or nation, moving one’s local or national scholarship into international contexts, or by establishing a recognized new subfield of scholarship.

Teaching.  Excellence in teaching may include leadership for improvements in resident instruction or outreach teaching.  Such leadership could take many forms, including any of the following examples:  creating new (or substantially redesigning existing) courses, educational outreach programs, major or option or certificate programs, implementing substantially improved methods of instruction, excellence in the mentoring of others (students, lecturers, post-docs, academic staff, and other faculty), or substantially expanding the population reached by instruction.

Leadership in teaching could also be shown with evidence of significant impacts of one’s teaching upon individuals or society, for example evidence of lives improved or societal institutions formed as a result of one’s outreach teaching, evidence that one’s students have attained noteworthy success after graduation, evidence that one’s contributions to teaching are having impacts on instructional methods and topics beyond our own institution, for example through widespread use of one’s textbook or other teaching materials, the establishment of one’s instructional topic as a course in other universities, or leadership in establishing cross-university programs of study.

Service.  Excellence in service can be demonstrated in many ways, including the following examples:  through leadership in societal institutions related to one’s field of scholarship (for example, leadership of non-profit boards, government panels, or business organizations that apply one’s scholarly knowledge to societal issues), or leadership for one’s field of scholarship (for example, leadership of a national professional society, a major national conference, a national arts or science review board, editorship of a major journal, or service on some combination of editorial boards and professional societies).  Documentation of the impacts of one’s leadership is especially noteworthy.  Leadership of an academic department or a professional society can be an achievement in its own right, but the promotion report should focus attention on the impacts of that leadership, i.e., what was achieved through the service.

Extension Faculty.  Specialists will include in their submitted material a brief discussion of the extent to which their integrated position structure (ie resident/Extension split) is consistent with their current and anticipated efforts, focus, and scholarly interests, and whether the specialist would like to explore any mutually agreeable changes to this structure. SoHE dean and Extension dean (or his/her designee) could likewise comment on whether they would like to explore any mutually agreeable changes to the position structure based on current or anticipated needs and priorities. This is not an evaluative process -- it is simply a periodic opportunity to discuss how the position structure is working for all parties. As with all faculty appointments, the position structure would not be modified without agreement of all parties. Specialists who are interested in discussing their position structure at other times may also broach this with SoHE and Extension outside the 5-year-review cycle.

Faculty with > 25% non-SoHE Appointments. The AD for Faculty Affairs will contact the non-SoHE Department to provide an optional written assessment of the Candidate’s contribution.