Note: In all cases, faculty may believe that a specific activity involved significantly greater effort or impact, and thus should be ranked at a higher level. To have an activity considered for increased rank, faculty should submit to the chair or DPC (depending on whether it is a merit or tenure/promotion decision) a statement arguing for the increase, providing evidence of the effort and/or impact.
Scholarship
The Department of Communication accepts as its position on "Scholarship" a thesis offered by Ernest L. Boyer, President of The Carnegie Foundation for the Advancement of Teaching, in the report of that foundation, Scholarship Reconsidered: Priorities of the Professoriate (Princeton, N.J.: Princeton University Press, 1990). In this work Boyer argues that "scholarship" should be more broadly defined so that the "work of faculty" reflects "more realistically the full range of academic civic mandates."
Boyer identifies three areas of scholarship which we consider valuable to this department: the scholarship of discovery, the scholarship of integration, and the scholarship of application.
- The scholarship of discovery is most recognizable as traditional "research," the search for knowledge for its own sake, and the principled mode of inquiry that characterizes this quest. This includes not only traditional research but also creative projects that demonstrate, apply or develop the skills and aesthetics of any of the various communication media.
- The scholarship of integration is in making informed connections across the disciplines, to understand the broad and broadest contexts in which one's work fits. The integrative scholar is a synthesizing eclectic, using her or his industry and intellect to strengthen learning by going beyond the walls of the discipline.
- The scholarship of application seeks to bridge the gap between the worlds inside and outside of the academy and to center this deeply and squarely within the context of disciplinary understanding. This includes not only those traditional areas of consulting, workshop teaching, and data collection and sharing, but also all efforts to apply the knowledge and skills of our discipline to the community, region, state, and nation.
Scholarship Activities Ranking
| Superior | Outstanding | Satisfactory | |
| Editorial Activities | • 3-year term first-tier journal editor • first or second editor for edited book published by first-tier academic press |
• 3-year term second-tier journal editor • first or second editor for edited book published by second-tier academic press • serve on editorial board for first-tier journal • reviewer for first-tier journal |
• serve on editorial board for second-tier journal • reviewer for second-tier journal |
| Writing & Publishing | • first or second author for first-tier refereed journal • first or second author for scholarly book published by academic press • first or second author for major textbook |
• first or second author for second-tier refereed journal • third or lower author for first-tier refereed article • chapter in an edited book |
• scholarly book reviews • trade/professional publication article • article/book for ASU publication, based on professional knowledge • third or lower author for second-tier refereed article • third or lower author for scholarly books/ textbooks • special issue article • supplemental textbook/materials • dissertation completion (Instructor only) |
| Audio/Video/Multimedia Production (1) | • Major Contributor for a first-tier broadcast/ distribution | • Major Contributor for a second-tier broadcast/ distribution • Minor Contributor for a first-tier broadcast/ distribution |
• Minor Contributor for a second-tier broadcast/ distribution |
| Presentations | • invited speaker at national-level convention • keynote address to profession |
• refereed paper at regional or national convention • invited speaker at regional convention |
• panel-submitted paper at regional convention or higher • refereed paper at state convention • presentation on research at local level (university or department) |
| Grants | • large (+$50,000) external grant | • moderate grant ($5,000– $50,000) • submitted large external grant but not funded |
• grant of less than $5,000 • submitted moderate external grant but not funded |
| Mentoring | • supervises award-winning, top placement, or competitively selected student publications/ presentations/ entries at national level | • supervises student publications/ presentations/ entries accepted at national level • supervises award-winning, top placement, or competitively selected student publications/ presentations/ entries at regional level • significant mentoring of colleague, with demonstrated outcomes (publications) |
• supervises student publications/ presentations/entries accepted at regional/local level |
| Professional/ Scholarly Workshops | • leader for scholarly/ professional workshop at national level | • leader for scholarly/ professional workshop at local/regional level • part of a group presenting workshop on scholarly/ professional issues at national level |
• part of a group presenting workshop on scholarly/ professional issues at local/regional level |
| Awards | • national award for scholarship/creative activity | • regional award for scholarship/creative activity | • local award for scholarship/creative activity |
| Community-Based Research Reports | • significant (+2 years, wide scope) research leading to substantive policy changes | • 1+ year project, report has larger impact on local or regional policy/agency | • short term (<1 year) project, report has some impact on local policy/agency |
| Consulting (related to professional field) | • extended/ongoing contact consultation, with national/ international impact | • extended/ongoing contact consultation, with local/regional impact • one-time consultation, with national/ international impact |
• one-time consultation, with local/regional impact |
| Other Activities | • faculty member presents evidence of activity, weight is determined by chairperson | ||
(1) Audio/video/multimedia productions count within scholarship when they involve scholarly research related to either content or techniques, are brought into existence ex nihilo, and disseminated.
Tiers:
to be developed by concentration areas, should provide specific criteria for tiers, and potentially a list of titles; outlet medium (digital or otherwise) should not be a consideration for tier ranking.
Certification Process:
When faculty members are considering publication of scholarship in an outlet that is not listed in the tier system, or they are uncertain where it will fall based on the criteria established, the following procedure should be followed:
• As early as possible, the faculty member should inform the faculty in his/her concentration area in writing of the potential outlet, and request a ranking.
• The concentration faculty should meet as quickly as possible and determine the tier level for the proposed outlet.
• The concentration faculty should inform the faculty member of the tier level in writing; this decision should be included in the documentation presented for tenure and promotion.
Refereed:
at least two people knowledgeable in the field of study or type of data review the submission, with a determination made of its quality and recommendations made regarding its final disposition. Refereeing implies that the submission has the possibility of being rejected.
Teaching
The Department of Communication accepts, without reservation, Boyer's judgment that “inspired teaching keeps the flame of scholarship alive. Without the teaching function, the continuity of knowledge will be broken and the store of human knowledge dangerously diminished.” We also accept teaching as our primary responsibility, as delegated by the University's mission statement.
The Department agrees with the following principles stated by Boyer:
- “Teaching begins with what the teacher knows. Those who teach must, above all, be well informed, and steeped in the knowledge of their fields.”
- Teaching is “a dynamic endeavor involving all the analogies, metaphors, and images that build bridges between the teacher's understanding and the student's learning, Pedagogical procedures must be carefully planned, continuously examined, and relate directly to the subject taught.”
- Great teachers “create a common ground of intellectual commitment. They stimulate active, not passive, learning and encourage students to be critical, creative thinkers, with the capacity to go on learning after their college days are over.”
- Teaching “must be vigorously assessed, using criteria that we recognize within the academy, not just in a single institution.”
Teaching Activities Ranking
| Superior | Outstanding | Satisfactory | |
| Evaluations | • average score of 4.5 (out of 5) or higher on the evaluation instrument (2) | • average score of 3.75 (out of 5) or higher on the evaluation instrument (2) | • average score of 3.0 (out of 5) or higher on the evaluation instrument (2) |
| Course Development/ Revision | • creation of new catalog course • significant revision of course based on professional experiences (e.g. consulting, professional internships) |
• revising an existing course (documented by syllabi/course materials submitted as part of annual portfolio) • creation of a special topics course |
|
| Advising | • high rankings on senior advising survey (3) | • advises department-assigned students • hold required office hours |
|
| Curriculum Development | • takes the lead within concentration or department-wide to revise curriculum, gathers input from multiple sources (alumni, industry, etc.) | • participates in concentration or department-wide revision of curriculum | |
| Faculty Instructional Development | • leads/presents regional, distance-learning, or extended (more than one day) workshop related to instruction | • attends regional, distance-learning, or extended (more than one day) workshop related to instruction • leads/presents local workshop related to instruction • participate in professional internship |
• attends local workshops related to instruction • participates in departmental reading group • presents teaching practices at departmental level (e.g. brown bag lunch) |
| Service Learning | • develop new service-learning component for course, where the average score for questions on exit survey is 3.8 or higher (out of 5) | • offer existing service-learning component for course, where the average score for questions on exit survey is 3.8 or higher (out of 5) | |
| Awards | • system-wide, regional, or national award | • college or university-wide teaching award | • nominated for college or higher teaching award • other institutional recognitions |
| Internship Supervision | • develop new internship programs | • coordinate internships • secure a new internship site/position |
• supervise internships |
| Thesis Committee | • directs thesis | • serves on thesis committee | |
| Study Abroad | • develop & lead a study abroad trip | • lead a pre-existing study abroad trip | |
| Multi-section Coordination | • coordinates multi-section course | ||
| Interdisciplinary Efforts/Credentialing | • on-campus extended faculty status (e.g. IDS faculty, SL faculty, Graduate faculty) • professional certifications (applied to teaching) |
||
| Co-Curricular Activities (4) | • supervision of student productions as part of a co-curricular club (e.g debate coaching, competition entries) | • faculty advisor/sponsor for co-curricular club with minimal instruction | |
| Instructional Institutes/Workshops | • major presentation (e.g. plenary session) • organizing/directing |
• minor presentation (e.g. break-out session) | |
| Distance Education | broken down into off-campus and online; TBD | ||
| Other Activities | • faculty member presents evidence of activity, weight is determined by chairperson | ||
(2) Chair may adjust faculty ranking based on consistent student comments on evaluation form and/or peer review reports (required for non-tenured faculty before each personnel decision, & tenured faculty in the post-tenure review process).
(3) Evaluation of Advising [proposed addition by committee]: Using an online form, students would receive a code from advisor to allow one-time completion of form during their senior year.
(4) Definition of Co-Curricular vs. Extra-Curricular: a co-curricular club is one in which the faculty member uses their professional knowledge to instruct members of the club. This is in contrast to an extra-curricular club, in which the faculty member oversees and coordinates club activities. Extra-curricular club advising is credited as service.
Note: Items above the black bar in the table are those that all faculty are expected to engage in, while activities below the bar are strongly encouraged.
Service
In addition to scholarship and teaching, faculty are expected to provide service to the department, the university, and their respective professions. In addition, service to the broader community outside of academia (whether local, regional, or national), when directly related to one’s professional expertise, is valued by the department. The Department of Communication considers these activities vital to all the institutions of academia and thus includes them in our list of factors to be considered in promotion/tenure decisions.
Service Activities Ranking
Faculty are expected and obligated to perform the following services:
- participation on active departmental committee
- participation in 2 of 3 major events (graduation/convocation)
- regular attendance at faculty meetings (unless scheduling conflict with other university commitments prohibits attendance)
- Failure to engage in these minimum activities will result in a reduction in service ranking.
| Superior | Outstanding | Satisfactory | |
| Departmental | • author of significant document/report for department (e.g. 5-year plan) | • chairing active departmental committee • document/report preparation for committee/ department (e.g. procedural revisions, updating dept info/website) • coordinating departmental events |
• faculty advisor for extra-curricular club • participation on multiple committees • participation in departmental events (open house, homecoming, etc.) |
| University/College | • system-wide service award • chair faculty senate • chairing system-wide committee/board • author of SACS self-study |
• chairing committee/board • participation on system-wide committee/board • elected to university office • receive college/ university service award • university task force member • directing special university-wide programs (e.g. summer reading) |
• participation on committee/board • Phase II orientation leader • summer-reading discussion leader • faculty advisor for extra-curricular club |
| Professional Organization | • President • Planner of convention • Service award • head of accreditation team |
• leadership on committee/board • other elected positions (besides president) • accreditation team member • reviewing papers/ productions submitted for convention • serving as a juror |
• active membership • participation on committee/board |
| Speaking/ Performances/ Productions/ Commentary for Civic Groups/ media outlets (directly related to professional expertise) | • regularly called upon by regional/ national media for professional opinion/research | • ongoing/regular presentations to groups • professional opinion/research quoted in regional/ national media |
• invited presenter • professional opinion/research quoted in local media |
| Civic Boards/Steering Committees (directly related to professional expertise) | • serve as chairperson at national level | • serve as chairperson at regional/local level • membership at national level |
• active membership |
| Public/Private school service (directly related to professional expertise) | • establishes a long-term program for schools (e.g. debate, broadcasting, etc.) | • coaching team entering a competition • workshop organizer |
• classroom presentations • serve as judge for competitions • workshop presenter |
| External Program Evaluation | • chair of national accreditation team • sole author of program review document, with site visit |
• member of national accreditation team • joint author of program review document |
|
| Other Activities | • faculty member presents evidence of activity, weight is determined by chairperson | ||
Guidelines for Appointment, Tenure & Promotion Decisions
Instructor
- A. Minimal Criteria in the Department of Communication for consideration of appointment/promotion to the rank of Instructor are:
- 1. A master’s degree from an accredited institution in an appropriate field or special competencies in lieu of the master’s degree;
- 2. Evidence of potential in teaching; and
- 3. Evidence of potential in at least one of the following:
- a. Scholarship;
- b. professional Service to the university and/or public.
- B. Evaluation of potential is to be done in accordance with the activities rankings above. Potential is defined as demonstrated activity in the satisfactory area or above.
Lecturer
- A. Minimal Criteria in the Department of Communication for consideration of appointment/promotion to the rank of Lecturer are:
- 1. A master’s degree from an accredited institution in an appropriate field or significant appropriate professional experience;
- 2. Evidence of potential in teaching;
- 3. Evidence of potential in professional service to the university and/or public; and,
- 4. Willingness to participate in institutional affairs.
- B. Evaluation of potential is to be done in accordance with the activities rankings above. Potential is defined as demonstrated activity in the satisfactory area or above.
Assistant Professor
- A. Minimal Criteria in the Department of Communication for consideration of appointment/promotion to the rank of Assistant Professor are:
- 1. The appropriate earned terminal degree from an accredited institution, unless there are exceptional circumstances;
- 2. Demonstrated ability in teaching;
- 3. Evidence of potential in both, and ability in at least one of the following:
- a. Scholarship;
- b. professional Service to the university and/or public; and
- 4. Willingness to participate in institutional affairs.
- B. Evaluation of ability is to be done in accordance with the activities rankings above. Ability is defined as significant activity in the satisfactory area or above.
Associate Professor
- A. Minimal Criteria in the Department of Communication for consideration of appointment/promotion to the rank of Associate Professor are:
- 1. The appropriate earned terminal degree from an accredited institution, unless there are exceptional circumstances, and at least five years of appropriate experience;
- 2. Recognized accomplishment in Teaching & Scholarship;
- 3. Evidence of ability in professional Service to the university and/or public; and
- 4. Willingness to participate in institutional affairs.
- B. Evaluation of accomplishment is to be done in accordance with the activities rankings above. Accomplishment is defined as consistent and significant activity in the satisfactory area or above and activity in the outstanding area or above.
Professor
- A. Minimal Criteria in the Department of Communication for consideration of appointment/promotion to the rank of Professor are:
- 1. The appropriate earned terminal degree from an accredited institution, unless there are exceptional circumstances, and at least ten years of appropriate experience;
- 2. Evidence of accomplishment in Teaching, Scholarship, and professional Service to the university and/or public;
- 3. Outstanding accomplishment in at least one of the three areas; and
- 4. Demonstrated ability and participation in institutional affairs.
- B. Evaluation of outstanding accomplishment is to be done in accordance with the activities rankings above. Outstanding accomplishment is defined as significant activity in the outstanding area and activity in the superior area.
- C. An initial appointment to the rank of professor shall be made with permanent tenure.
Tenure
- A. To obtain tenure in the Department of Communication a faculty member will be required to possess an earned doctorate, or other appropriate terminal degree, from an accredited institution (unless there are exceptional circumstances). Conferral of tenure requires an assessment of the appropriateness of the faculty member’s abilities and knowledge to the department’s present and future needs and priorities, and a positive evaluation of the faculty member’s professional competence, with that evaluation verifying
- 1. Recognized accomplishment in Teaching & Scholarship;
- 2. Evidence of ability in professional Service to the university and/or public;
- 3. Willingness and ability to work constructively with colleagues and students;
- 4. Strong potential for future contributions to the department and university.
- B. Evaluation of accomplishment is to be done in accordance with the activities rankings above. Accomplishment is defined as consistent and significant activity in the satisfactory area or above and activity in the outstanding area or above.
Nothing in these regulations shall be construed to preclude a faculty member from seeking and being recommended for permanent tenure at any time.
Faculty Load Expectations
Tenure-track faculty, according to the Faculty Handbook, are assigned a maximum teaching load of twelve hours per week. For the Department of Communication, tenure-track faculty are assigned a teaching load of nine hours per week, with scholarship expectations equivalent to three hours per week. Faculty are expected and required during annual review to demonstrate an active and productive scholarship program. Lecturers are assigned a teaching load of 12 hours per week.
Tenured faculty wishing to enhance their teaching may opt to teach four three-hour courses per semester, with an adjusted scholarship requirement.
