9.20 – [Pre-AY 18/19] Faculty Performance Evaluation

arp.nmsu.edu/chapter-9/9-20

EFFECTIVE THROUGH AUGUST 12, 2018

1. Policy Statement
   1. The performance of each faculty member will be reviewed at least once a year by the department head, comparable administrator, or a committee. This review will include a written report submitted by the faculty member. The form(s) of this report shall be determined by individual colleges (community colleges) in consultation with their departments. The department head or comparable administrator shall report the results of this review to the individual being reviewed. These results shall serve to establish the goals for the following year. A written copy of the evaluation shall be given to the faculty member.
2. Procedures for the Faculty Performance Evaluation System
   1. Each college uses its own performance evaluation form. Early in each fall semester the department head or comparable administrator supplies each faculty member with a form. At this time the department head confers with new faculty members concerning the recording of objectives and goals and the general use of the In the case of continuing faculty members, the department head or faculty may request a conference for the purpose of revising or updating objectives previously agreed upon. Department heads will share the above agreements in writing with the faculty member.
   2. Department heads are expected to meet with all new and returning faculty members regarding progress toward promotion and tenure and to certify in writing to the appropriate dean that these meetings have occurred. Specific evaluative comments in each of the three areas of performance are required, as well as separate comments about progress toward tenure and toward
   3. Each faculty member completes a written form detailing and citing accomplishments in the broad categories of teaching, research and/or creative scholarship, and service during the performance evaluation period. The type, method of collection, and disposition of evidence regarding effectiveness of teaching is of particular importance, and faculty should consult with department heads concerning collection of this evidence. The performance evaluation form, along with any supplemental material, is submitted by each faculty member to the faculty member’s department
   4. The department head reviews the faculty performance forms, prepares a written evaluation based upon accomplishments reported as compared with previously set goals and objectives (a copy of this report will be shared with the faculty member), and confers with appropriate deans to achieve consensus on the written recommendation and the prepared summary to be discussed with the faculty member. Following the conference with the dean, the department head meets with the faculty member to discuss all aspects of the performance evaluation, addressing separately the person’s progress toward promotion, progress toward tenure, strengths, and This conference also serves to set goals and objectives for the ensuing year. No mention shall be made at this conference of the recommendation in terms of dollars. These goals and objectives will be placed in writing, with a copy to the faculty member.
   5. At community colleges with program coordinators, the coordinator performs the duties of a department head in the evaluation process. The coordinator will confer with the community college executive officer, who in turn confers with the executive vice president and provost.
   6. Department heads formulate recommendations where appropriate regarding promotion and tenure on the basis of policies stated in this manual. These are communicated to the college dean.
   7. Each college generates its own time schedule for accomplishing the above items, within the parameters of the university calendar.
   8. It will be the function of the Faculty Senate to legislate policy, rules or procedures regarding the Faculty Performance Evaluation System.

Related

Cross-Reference:

Revision History:

2017 Recompilation, formerly Rule 5.86

9.21 – [Pre-AY 18/19] Faculty Promotion and Tenure – Introduction

arp.nmsu.edu/chapter-9/9-21

EFFECTIVE THROUGH AUGUST 12, 2018

(FKA 5.90.1)

1. Promotion and tenure decisions are the means by which NMSU rewards and retains its most valued scholars, sustains excellence in its instructional disciplines, and fulfills its mission to advance knowledge. The quality of faculty accomplishments in teaching and advising (or its equivalent), scholarship and creative activity, extension, outreach and service largely determines the quality of the university as a whole. The granting of tenure or promotion to associate or full professor represents a prediction by the university that the individual concerned will continue to make substantial contributions to the profession and the university.
2. The processes involved in promotion and tenure rely upon basic principles in order to be Above all, the promotion and tenure processes must be fair, transparent, and participatory. These values mean that decisions must be made without regard to race, national origin, gender, gender identity, age, disability, political beliefs, religion, marital status, sexual orientation, special friendships, or animus towards candidates, taking care to avoid conflicts of interest, structural, institutional, or habitual thoughts and patterns that could lead to discrimination. NMSU values the richness that inquiry based upon intellectual and cultural differences brings to the university community.
3. Each principal unit must develop written standards by the end of the Spring Semester of 2008 based on criteria developed by that principal unit subject to the approval of the dean or equivalent administrator. Criteria and procedures must be clear and readily available to all participants and must be followed by all participants at each level of the process. Therefore, it is imperative that clear standards for annual performance evaluation, promotion, and tenure be articulated and broadly Applicants for tenure or promotion must be judged on their performance of the duties assigned to them, following agreed-upon allocations of effort. The process needs to involve broad consultation by groups and individuals with successively broader views of the mission of the university, and provide the opportunity for appeal. In order to achieve fairness, transparency, and broad- based participation, all of the parties must base decisions on the documentation called for by this rule.
4. This rule relies on the four types of scholarship defined by Ernest L. Boyer (1990) in his book “Scholarship Reconsidered”, namely, the scholarships of discovery, of teaching, of integration, and of Broadening the definition of scholarship (See ARP 9.24 Part 2 Scholarships and Creative Activity) reflects the changing roles of faculty members in teaching and advising, scholarship and creative activity, extension, outreach and service.
5. This rule (formerly policy) takes effect at the beginning of the Fall Semester,

Related

Cross-Reference:

ARP 9.24 – [Pre-AY 18/19] Faculty Promotion and Tenure – Criteria

Revision History:

2017 Recompilation, formerly Rule 5.90.1

07/15/2008 Amendments ratified by Board of Regents, with 08/01/2008 effective date

9.22 – [Pre-AY 18/19] Faculty Promotion and Tenure – Glossary

arp.nmsu.edu/chapter-9/9-22

EFFECTIVE THROUGH AUGUST 12, 2018

(FKA 5.90.2)

Key terms used throughout this document are defined here:

1. Allocation of Effort: The percentage of effort, agreed upon by the faculty member and department head or supervisor, that the faculty member will devote to each of the major categories of teaching and advising (or its equivalent), scholarship and creative activity, service, extension, outreach and other assigned duties.
2. Annual Performance Review: See ARP 9.20 — [Pre-AY 18/19] Faculty Performance Evaluation.
3. College Faculty: A faculty member on a regular (0.5 FTE or greater) appointment, who is not eligible for tenure. (See also ARP 6.03 Employment Categories; ARP 6.35 – Non-Tenure Track Faculty Appointments).
4. Core Document: A document submitted in the portfolio for promotion or tenure that includes several specific elements: a routing form, cover sheet, table of contents, curriculum vitae, executive summary, department head and dean letters, prior and current allocation of effort statements, annual performance evaluations, summary of teaching evaluations, and letters of support. (See Rules ARP 9.25 Parts 1 and 5).
5. Curriculum Vitae: A detailed summary that reflects the candidate’s educational and academic experiences that are relevant to the
6. Documentation File: An organized collection of supplemental documents and other materials that supports, explains, or clarifies the quality and significance of the candidate’s work. Administrators and committee members must have access to this file, which is stored by the Principal Unit.
7. Executive Summary: A summative report and personal statement by the candidate that addresses their activities in and philosophies regarding teaching and advising (or its equivalent), scholarship and creative activity, service, extension, outreach, and other assigned areas.
8. Extension: The process of defining and building relationships between communities and the university to extend university resources and intellectual expertise through coalition building, non-formal educational programs, and applied research designed to address locally identified needs.
9. Flexibility in Tenure-Track: The extension or reduction of the pre-tenure probationary period under certain circumstances.
10. Formative Evaluation: Evaluation that allows for continuous feedback and
11. Joint Appointment: A faculty line shared between two departments or colleges; the appointee enjoys all the privileges and incurs all the responsibilities normally given in each area.
12. Mid-probationary Review: A formal, non-mandatory mid-term assessment requested by a tenure-track faculty member of their professional development and progress toward The mid-probationary review is in addition to the annual performance evaluation.
13. Outreach: Entails an organized and planned program of activities which are offered to citizens of New Mexico and the nation; these activities bring the resources of the university to bear in a coherent and strategic fashion for the benefit of the receiving entity.
14. Peer Evaluation: Assessment of teaching style, content, and effectiveness gained through observation by colleagues; the observations may come in such forms as classroom visits, participation in web-based courses, review of videotaped teaching, or reviews of course materials collected/created by the faculty member being reviewed.
15. Performance Evaluation: An annual report prepared by the faculty member documenting activities in the areas of teaching and advising (or its equivalent), scholarship and creative activity, service, extension, outreach, and other assigned areas. The department head (or other assigned supervisor) provides the faculty member with a written appraisal of the faculty member’s performance.
16. Portfolio: Consists of the core document and documentation file that supports the candidate’s case for promotion or tenure.
17. Post-tenure Review: An annual review designed to identify strengths and weaknesses of the tenured faculty member in the areas of teaching and advising (or its equivalent), scholarship and creative activity, service, extension, outreach and other assigned The Performance Evaluation generally serves the above aim; however, if deemed necessary due to deficiencies, a more extensive review may be initiated. (See ARP 9.36 – [Pre- AY 18/19] Post-Tenure Review).
18. Probationary Period: The cumulative amount of time spent under term appointments while on the “tenure-track.” (See ARP 9.23 Part 6 – Flexibility in Tenure Track).
19. Principal Unit: A tenure home unit responsible for conducting annual faculty performance evaluations and making promotion and tenure decisions. This definition includes Departments, Colleges, Community Colleges, Cooperative Extension Service, and the Library, but not centers, clusters, or institutes.
20. Research: (See Scholarship).
21. Scholarship: Both activity and product, scholarship includes discovery through original research; integration through synthesizing and reintegration of knowledge; application through professional practice; and teaching through transformation of (See Boyer, 1990 and ARP 9.24 Part 2 Scholarships and Creative Activity).
22. Supporting Documents: Material available to the Promotion and Tenure Committee in the Documentation File that serves to further support, explain, or clarify the Core Document.
23. Tenure: Continuous contract granted after a probationary period to a faculty member that gives protection from dismissal without due process; the primary purpose of tenure is to protect academic freedom and offer economic
24. Tenure Clock: (See Rule ARP 9.23 Part 6 – Flexibility in Tenure Track)
25. Tenure Home: The principal unit where tenure and rank resides or will
26. Tenure-Track Faculty: A faculty member who is eligible for tenure but who has not yet been granted tenure.
27. Tenured Faculty: A faculty member who has been granted a continuous contract by the university.

Related

Cross-Reference:

ARP 6.03 – Employment Categories
ARP 6.35 – Non-tenure Track Faculty Appointments
ARP 9.20 – [Pre-AY 18/19] Faculty Performance Evaluations
ARP 9.23 – [Pre-AY 18/19] Faculty Promotion and Tenure – Guiding Principles
ARP 9.24 – [Pre-AY 18/19] Faculty Promotion and Tenure – Criteria
ARP 9.25 – [Pre-AY 18/19] Faculty Promotion and Tenure – Policies
ARP 9.36 – Faculty Post Tenure Review

Revision History:

2017 Recompilation, formerly Rule 5.90.2
07/15/2008 Amendments ratified by Board of Regents, with 08/01/2008 effective date

9.23 – [Pre-AY 18/19] Faculty Promotion and Tenure – Guiding Principles

arp.nmsu.edu/chapter-9/9-23

EFFECTIVE THROUGH AUGUST 12, 2018

(FKA 5.90.3)

The following guiding principles are critical underpinnings to the promotion and tenure process at NMSU.

PART 1: FACULTY PARTICIPATION (FKA 5.90.3.1)

The selection and retention of faculty members are of utmost importance to the quality of the university, the achievement of university goals, and the future of the institution. In order to ensure a fair process for recognition of excellent faculty, it shall be the policy of the university to allow faculty members to vote on the promotion or tenure of departmental colleagues, exercising collegial judgment based on an established set of criteria.

PART 2 TRANSPARENCY OF PROCESS (FKA 5.90.3.2)

1. Access to Promotion and Tenure Policies/University Posting
   1. For faculty members to trust the promotion and tenure process, they need to have a clear idea of what is expected of them, how they will be evaluated, and the rules of the process. To this end, the university website will include a specific link to the university-wide promotion and tenure rules and procedures, professional ethics related to promotion and tenure, the appeals process, and links to college, department, or division policy statements.
2. Departmental and Principal Unit Postings
   1. To promote the transparency of the process, each principal unit shall post on its website its written policy document aligned with the Guiding Principles, Criteria, and Policies outlined in these rules and procedures.
   2. Websites will also contain links to the university’s promotion and tenure documents, as well as to each of the department websites.
   3. In addition, each department shall post on its website its current statement of goals, objectives, and expectations as these relate to promotion and tenure (sometimes called a functions and criteria statement). These shall be agreed upon by the faculty in each department and approved by the responsible dean or comparable administrator.
3. Policies to be Provided to Eligible Faculty
   1. A written copy of promotion and tenure policies will be given to all tenure-track, tenured, college and research faculty who are eligible for consideration for promotion or tenure.
4. Conflict of Interest (FKA 5.90.3.2.1)
   1. ( See RPM 3.00 Conflicts of Interest – Ethical Conduct and ARP 3.13 Conflicts of Interest Arising from Consensual Relationships )

PART 3: PERFORMANCE EVALUATION (FKA 5.90.3.3)

The annual performance evaluation is a component of the promotion and tenure process. This multi-layered evaluation system relies on consistency at each level of review. The performance of each faculty member, including college faculty, will be reviewed at least once a year. The performance evaluation provides documentation of expectations and a record of faculty performance relative to stated expectations. The form of the evaluation is determined by the college or community college and shall align with promotion and tenure expectations.

( See ARP 9.25 Part 1 Performance Evaluations and ARP 9.36 – [Pre- AY 18/19] Post-Tenure Review )

PART 4: ALLOCATION OF EFFORT (FKA 5.90.3.4)

1. Service to Mission: The amount of effort that faculty members regardless of rank or position devote to the various aspects of their duties necessarily varies, and any fair promotion and tenure process will recognize these variations. A successful process considers whether the faculty member is effectively serving the mission of the university, as defined by a department’s criteria and the individual’s agreed upon goals and objectives. This means, for example, that the efforts of a faculty member made in response to administrators or committees are taken into account during promotion and tenure evaluation and are not discredited.
2. Fairness Despite Variance in Duties: One faculty member may devote more time to teaching at one point than at The efforts of two faculty members may vary at the same points in their careers according to their particular strengths and department needs. Faculty assignments in different departments will also vary. It is fundamentally unfair, for example, to expect the same amount of scholarship and creative activity, service, extension, or outreach from a faculty member teaching one class a semester as from another faculty member teaching three classes a semester or several large lecture classes.
3. Equitable Treatment: In order to ensure equitable treatment, every faculty member will complete an allocation of effort statement as part of the annual evaluation process. ( See also ARP 6.61 Faculty Assignments – Teaching Load) When determining the allocation of effort, decisions must be made without regard to race, national origin, gender, gender identity, age, disability, political beliefs, religion, marital status, sexual orientation, special friendships, or animus towards candidates. Further, for the allocation of effort statement to be accurate and useful, administrators at all levels must understand and take an active role in avoiding institutional factors that could produce an undue burden on untenured faculty members and those from underrepresented groups in the allocation of effort process.
4. Use of Allocation of Effort Statement: Each college shall develop and use an allocation of effort statement as specified in ARP 9.25 Part 1 Performance Evaluations. These statements shall be a part of the faculty member’s tenure and/or promotion portfolio, and all aspects of the agreed upon efforts shall be factored into the recommendation made at each step of the process.

PART 5: THE PROFESSORIAL RANKS (FKA 5.90.3.5)

1. Instructor
   1. Demonstrates expertise within their discipline through practical, applied, and/or related experience.
   2. Individuals new to this rank may not have demonstrated ability to conduct independent scholarship and creative activity, but there must be substantive evidence of likely success at university teaching or its equivalent.
   3. Instructors may be working toward a terminal
   4. An instructor’s job description primarily relates to teaching or its equivalent and usually does not include scholarship and creative activity.
   5. An instructor is not eligible for tenure, except at the community
2. College Faculty
   A person holding a college faculty appointment is eligible for advancement in rank but not eligible for tenure.
3. Assistant Professor
   1. Normally holds the highest terminal degree in their field of
   2. Outstanding experience and recognition in a professional field may be considered the equivalent of the terminal degree.
   3. An assistant professor is expected to have a thorough command of the subject matter of some segment of the discipline, in addition to a comprehension of the whole.
   4. Assistant professors are tenure-track faculty members hired on a yearly, renewable contract for a maximum of seven years.
   5. During the sixth year, assistant professors typically are evaluated for promotion and tenure simultaneously, having submitted their portfolio at the beginning of that year.
   6. However, an assistant professor may elect to apply for tenure or promotion at any time with the written approval of department head and dean or their
   7. The application for tenure may occur only one
4. Associate Professor
   1. An associate professor is often a mid-career faculty member who has been awarded tenure.
   2. If a faculty member is initially employed at the rank of associate professor without tenure, the probationary period may vary depending upon agreements stipulated in writing at the time of initial hire.
   3. Once tenured, associate professors may hold this rank indefinitely or apply for promotion.
   4. Promotion to professor should not be considered to be forthcoming merely because of years of service to the university, or because tenure has previously been awarded.
   5. In accordance with the principal unit’s timelines, a faculty member may present a promotion portfolio in any given year.
   6. An associate professor must demonstrate competence, continuous progress, and maturity over a large part of the academic field.
   7. It is expected that evidence showing high quality of teaching and scholarship and creative activity has been provided and is current.
5. Professor
   1. A professor, sometimes referred to as a “full professor,” has established disciplinary, intellectual, and institutional leadership.
   2. The professor demonstrates command and a mature view of the disciplinary field as evidenced by teaching and advising (or its equivalent) or similar experience, scholarship and creative activity, service, extension, or outreach.
   3. Faculty members initially hired at the rank of professor are often given tenure on appointment.

PART 6: FLEXIBILITY IN TENURE-TRACK (FKA 5.90.3.6)

Normally, before being considered for tenure, eligible faculty members serve six consecutive probationary years. The probationary period begins with the first year of the contract. Note that according to ARP 6.30 C. 3., “New tenure-track faculty reporting for duty after the last Friday in September (12-month employees) or the second Friday in October (9-month employees) will not receive a temporary contract.…” The first contract will be issued at the beginning of the next contract period, which will constitute the first year of the probationary period toward tenure. During the sixth year, a case for tenure and/or promotion is made by the faculty member and considered by the university. Those achieving tenure are awarded a continuous contract at the end of their sixth year, while those not awarded tenure are given a one-year terminal contract for their seventh and final year of employment at NMSU. There may be exceptions, however, to shorten or lengthen the normal six-year probationary period.

1. Credit for Prior Service (FKA 5.90.3.6.1)
   1. Faculty members with previous teaching and advising (or its equivalent), service, extension, outreach, scholarly, and/or administrative experience at another institution may have some or all of that experience taken into consideration on appointment at NMSU.
   2. With executive vice-president and provost approval, and particularly when tenure has been granted to a candidate at another institution, tenure may be accorded at the time of initial appointment to the university.
   3. Prior probationary service at another institution may count towards the six- year probationary period at NMSU, but usually only up to a maximum of three
   4. Any expedited schedule must be recommended by the department head and dean and agreed to by both the executive vice-president and provost and the faculty member at the time of appointment.
   5. The details of such credit for prior service, the resulting length of the probationary period, the timing of any third-year review, and the period for the tenure application process, shall all be stated unambiguously in the appointment letter.
2. Extension of the Probationary Period (FKA 5.90.3.6.2)
   When requested in writing within one year of the qualifying event by the faculty member, leaves of absence can lead to postponement of the tenure decision date; however, modifications in that date require the recommendation of the department head and dean and the approval of the executive vice-president and provost.
   Faculty responsibilities may be negotiated when the extension is requested. An extension may be granted up to two times, so long as the total pre-tenure probationary period does not exceed eight years. Exceptions to this limit can be made under extraordinary circumstances if approved by the executive vice-president and provost. Candidates must be held to the same standards of performance when the probationary period has been extended as candidates whose probationary period was not extended. The probationary period may be extended, upon written request, under the following circumstances:
   1. Leave of Absence without Pay: Probationary faculty members may request in writing a leave of absence without pay, usually not to exceed one academic or fiscal year. Prior to initiating the leave, affected faculty may request in writing a probation extension of one year.
   2. Military Leave of Absence: Involuntary induction into the armed forces entitles the faculty member to a leave of absence to cover the term of military service. Such leave constitutes valid grounds for requesting an extension of the tenure decision Similarly, a faculty member’s voluntary participation in a military reserve program may lead to periodic or prolonged absence sufficient to affect the faculty member’s performance ( e.g., annual active-duty training, or active-duty training or participation when a reserve unit is called to active duty) that constitutes valid grounds for extension of the tenure decision date.
   3. Medical Leave of Absence: Probationary faculty members with a serious personal illness or providing prolonged, substantive care for a chronically ill family member may request in writing an extension of the tenure decision date, usually for one year.
   4. Family Leave of Absence or Exceptional Family Responsibilities: Upon written request, probationary faculty members who become parents will receive a one-year automatic extension of the tenure decision Such an extension does not require that the faculty member take a leave of absence.
   5. Catastrophic Events: Probationary faculty who have experienced a catastrophic event such as a fire or flood or who must aid family members in such situations may request in writing an extension of the tenure decision
   6. Jury Duty: Prolonged jury service, when significantly affecting a faculty member’s performance, constitutes a valid reason to petition for extension of the tenure decision date.
   7. Other, as Negotiated: Extensions for other reasons may be
3. Reduction of the Probationary Period (FKA 5.90.3.6.3)
   1. Tenure Upon Initial NMSU Appointment: Faculty members who have worked in a teaching and advising (or its equivalent), service, extension, scholarly, and/or administrative role at another institution may have some or all of that work taken into consideration on appointment at NMSU. With executive vice-president and provost approval, and particularly when tenure has been granted to a candidate at another institution, tenure may be accorded at the time of initial appointment to the university.
   2. Expedited Tenure Schedule: Prior probationary service at another institution may count towards the six-year probationary period at NMSU, but usually only up to a maximum of three years. Any expedited schedule must be recommended by the department head and dean and agreed to by both the executive vice-president and provost and the faculty member at the time of appointment. The details of such credit for prior service, the resulting length of the probationary period, the timing of any third-year review, and the period for the tenure application process, shall all be stated unambiguously in the appointment In such instances, no extension of the probationary period will be granted unless the request falls in one of the categories mentioned in in subsection B. above, Extension of the Probationary Period.
   3. Committee, Department Head and Dean Supported Appeal for Early Tenure Review: Current faculty may request the length of the probationary period be shortened. Such an appeal requires the written request of the faculty member, positive recommendations of the department promotion and tenure committee as determined in the spring review, department head, and dean. If this tenure application is not successful, the candidate’s contract is not renewed according to the provisions of Rule ARP 9.43 .
4. Part-Time Faculty and Tenure (FKA 5.90.3.6.4)
   1. Retention of Tenure Upon Move from Full Time to Part Time
      Tenured, full-time faculty members who move to part-time status may retain tenure.
      1. Retention of tenure in such a case requires the written request of the faculty member, positive recommendations of the department head and dean, and approval of the executive vice-president and provost.
      2. While this rule encourages departments to accommodate reasonable requests for part-time appointment, part-time appointments are not an entitlement, and requests may be turned down.
      3. Pending availability of funding and the approval of the department head, dean and executive vice-president and provost, the faculty member may return later to full-time tenured status. ( See subsection 4. below)
   2. Procedural Guidelines
      1. When a full-time, tenure-track position becomes part time, the time in rank is prorated based on full-time equivalent (FTE).
      2. As with full-time faculty, the maximum probationary period for part-time faculty members is the equivalent of six FTE years, with the tenure decision to be made before the end of the six full-time years of For example, a tenure-track candidate with a 0.50 FTE appointment must apply for tenure at the end of the 11th year.
      3. Part-time tenure-track faculty must be held to the same standards of performance relative to FTE as full-time faculty.
      4. If denied tenure, a faculty member on part-time appointment has only one year of continued part-time employment beyond the denial.
   3. Regular Part Time Appointment Defined
      Faculty members whose regular appointments are less than 0.50 FTE do not accumulate probationary time toward tenure.
   4. Return from Part Time to Full Time
      When recurring state funding is available, a tenure-track, part-time faculty member may apply for a full-time tenure track position and, if hired, apply earned tenure- track FTE from prior years toward tenure and promotion in the full-time position.
5. Joint Appointment (with Dual Primary Responsibilities (FKA 5.90.3.6.5))
   In appropriate circumstances, a faculty member may be appointed in two departments or colleges. The faculty member with a joint appointment has a memorandum of understanding from all involved units. The memorandum of understanding stipulates the expected workload and allocation of effort distributed between the two departments; identifies the principal unit where tenure resides or will reside if applicable; defines the responsibilities of the faculty member in each unit; and indicates the term of appointment. The memorandum must explain the process for performance and promotion and tenure reviews, renewal of the joint appointment, and salary increases. Each unit must provide recommendations in annual, probationary, tenure, and promotion reviews. In joint appointments with centers or institutes, the tenure home must reside in a principal unit. In joint appointments with two or more academic units, one unit must be designated, by mutual agreement, as the tenure home.

PART 7: MID-PROBATIONARY REVIEW (FKA 5.90.3.7)

Tenure-track faculty members may request a formal mid-probationary review by those principal units that make such an option available. The mid-probationary review is an optional opportunity to obtain feedback on the tenure-track faculty member’s performance and is used to identify specific activities to enhance the candidate’s progress toward promotion and tenure. The review is formative, intended to assist tenure-track faculty in achieving promotion and tenure and should take into account the allocation of work effort during the three years reviewed and be based upon the principal unit’s criteria. The outcome must not be used as a determinant for setting merit pay or for contract continuation decisions. Principal units should see undefined ARP 9.25 Part 4 for additional information.

PART 8: COMMUNITY COLLEGES, LIBRARY, AND COLLEGE FACULTY (FKA 5.90.3.8)

The community colleges (other than Doña Ana Community College, whose division committees function as department committees), and the library faculty should begin their promotion and tenure deliberations with a committee that acts as a college-level committee. Specific variations are described below.

1. Community Colleges (FKA 5.90.3.8.1)
   1. Mission and Corresponding Emphasis in Evaluation Process: The mission of NMSU’s community colleges is to provide open access to quality education and support economic and cultural life in prescribed service Community colleges provide traditional liberal arts education, vocational and technical training, contract training, community interest classes, and developmental education. Every effort is made to keep programs and curricula flexible, in order to accommodate varied and expanding community educational needs. Since the community college’s primary role is the dissemination of information, more emphasis is placed on teaching and advising (or its equivalent), in the evaluation process.
   2. Tenure Committees: Due to their size, the organizational structure for tenure review at the Alamogordo, Carlsbad, and Grants campuses consists of a tenure committee at each campus that evaluates and makes recommendations to the campus executive officer.
2. The Library (FKA 5.90.3.8.2)
   The NMSU library faculty is expected to meet university requirements for academic appointment and promotion and tenure considerations. For these purposes, the category of librarianship is equivalent to the teaching and advising category. The NMSU Library places the highest value on the element of librarianship. Librarianship includes, but is not limited to the organization of knowledge, the understanding and use of technology as it relates to the information field, teaching, library management, service delivery, and building collections.
3. College Faculty (FKA 5.90.3.8.3)
   College faculty may hold ranks as described in Part 5, the Professorial Ranks, above and are eligible for promotion. A college faculty position can be converted to a tenure-track position when sufficient recurring funds are available and a national search is conducted. In relation to the promotion of college faculty, an understanding of the following guiding principles is necessary:
   1. Criteria for Promotion: College Faculty should be evaluated for promotion based on the allocation of their effort to the areas of teaching and advising, service, scholarship and creative activity, or extension and outreach, service, and the relative mix of these duties.
   2. Development of Promotion Procedures: Colleges must develop specific promotion procedures for their college faculty. The protections for College Faculty are the same as those given tenure-track faculty and tenured faculty in ARP 9.25 Parts 1, 4, and 8.
   3. Representation on Committee: Committees for promotion of college faculty must include college faculty representation.
   4. Appropriate Standards for Promotion: The different role played by college faculty should be recognized in the promotion process, and the standard for promotion should be appropriate given the role of college faculty.

Related

Cross-Reference:

RPM 3.00 - Conflict of Interest-Ethical Conduct
ARP 3.13 – Conflicts of Interest Arising from Consensual Relationships
ARP 6.30 - Tenure Track Faculty Appointment
ARP 6.61 - Assignments - Teaching Load
ARP 9.25 – [Pre-AY 18/19] Faculty Promotion and Tenure – Policies
ARP 9.36 - Faculty Post Tenure Review
ARP 9.43 - Tenure Track Faculty - Process for Non-Renewal of Annual Contract

Revision History:

2017 Recompilation, formerly Rule 5.90.3
07/15/2008 Amendments ratified by Board of Regents, with 08/01/2008 effective date

9.24 – [Pre-AY 18/19] Faculty Promotion and Tenure – Criteria

arp.nmsu.edu/chapter-9/9-24

EFFECTIVE THROUGH AUGUST 12, 2018

(FKA 5.90.4)

When considering applicants for promotion and tenure, serious attention will be given to performances in the applicable areas of teaching and advising (or its equivalent), scholarship and creative activity, service, extension and outreach, and where applicable, leadership. The relative importance of each of these areas varies according to the cumulative allocation of effort statements. Each area is vital to the university’s ability to achieve its mission, and the performance of a faculty member will be viewed as an indication of future contributions.

PART 1: TEACHING AND ADVISING (FKA 5.90.4.1)

1. Elements of Teaching as Essential Criterion
   Teaching is central to NMSU’s mission. For those who teach, effectiveness in teaching and advising is an essential criterion for tenure and for advancement in rank. The teaching and advising category include all forms of university-level instructional activity, as well as advising undergraduate and graduate students, both within and outside the university community. Such activities are commonly characterized by the dissemination of knowledge within a faculty member’s area of expertise; skill in stimulating students to think critically and to apply knowledge to human problems; the integration and application of relevant domestic and international, social, political, economic, and ethical implications into class content; the preparation of students for careers in specific fields of study; and the creation and supervision of appropriate field or clinical practicum’s.
2. Responsibilities of Teaching and Advising
   Teaching and advising responsibilities may include, but are not limited to, preparation for and teaching of a variety of courses, seminars, and other academic learning experiences; non-credit workshops and informal instructional activities; course and program development; team or collaborative teaching; web-based instruction, both on and off campus; supervision of student research, performances, or productions; service on graduate student program and research committees; field supervision and administration of field or clinical experiences; production of course materials, textbooks, web pages and other electronic aids to learning; and others.
3. Forms of Faculty Advising
   Faculty advising may take the form of assisting undergraduate or graduate students in the selection of courses or careers, assisting learners in educational programs on and off campus, mentoring students, serving as faculty adviser to student groups, research and teaching advising, as well as other forms.
4. Evaluation of Teaching (FKA 5.90.4.1.1)
   1. Evidence By Which Teaching Effectiveness is Assessed: Teaching is a complex and multifaceted activity. Therefore, several forms of evidence should be used to assess comprehensively teaching effectiveness. Each form of evidence should carry a weight appropriate to its importance in evaluating teaching. Such documentation must demonstrate command of subject matter, continuous growth, and development in the subject field, the ability to organize material and convey it effectively to students, assessment of student learning, revision and updates of curricula, and the integration of scholarship (for faculty who produce scholarship) and service with Materials appropriate for evaluating teaching should include: (a) evidence from the instructor, (b) evidence from other professionals, (c) evidence from students, and (d) evidence of student learning.
   2. Principal Units to Develop Guidelines: Each principal unit is to create clear guidelines for its teaching faculty that define teaching responsibilities and specify required evidence documenting teaching Specific data to be included in the evaluation packet will be determined by each principal unit.
5. Evaluation of Advising (FKA 5.90.4.1.2)
   For promotion and tenure considerations, performance in such activities must be documented and evaluated. Each principal unit is to create clear guidelines regarding the responsibilities and documentation requirements for its faculty who advise.

PART 2: SCHOLARSHIP AND CREATIVE ACTIVITY (FKA 5.90.4.2)

1. Rationale
   Scholarship and creative activity involve discovering and creating, teaching and disseminating, and applying knowledge and skills to worldly concerns. This understanding is grounded in Boyer’s concept of the four scholarships:
   1. the scholarship of discovery involves processes, outcomes, and the passionate commitment of the professoriate and others in the university to disciplined inquiry and exploration in the development of knowledge and skills;
   2. the scholarship of teaching involves dynamic, reciprocal, and critically reflective processes among teachers and learners at the university and in the community in which their activity and interaction enriches and transforms knowledge and skills, taught and learned;
   3. the scholarship of engagement refers to the many and varied ways to responsibly offer and employ knowledge and skills to matters of consequence to the university and the community; and
   4. the scholarship of integration is the process by which knowledge and skills are assessed, interpreted, and applied in new and creative ways to produce new, richer, and more comprehensive, insights, understanding, and outcomes.
2. NMSU Definition of Scholarship and Creative Activity
   Scholarship and creative activity are both activity and product, employing dynamically interacting processes of discovery and creation, teaching and dissemination, engagement and application, and integration, in the pursuit of fulfilling the mission and vision of NMSU. Products developed through these processes, are public, open to peer review, and available for use by others. Scholarship and creative activity can take many forms, including but not limited to refereed publications. At NMSU’s community colleges, scholarship and creative activity includes scholarship that is also evidenced by professional development activities that disseminate knowledge to the college’s learning communities.
3. Acknowledgement of Land Grant Mission
   This definition reflects the university’s mission as the state’s land-grant university, serving the needs of New Mexico’s diverse population through comprehensive programs of teaching and advising, scholarship and creative activity, extension and outreach, and service. It addresses the breadth and diversity of scholarly and creative activity among faculty, staff, and students through which this mission is fulfilled.
4. Use of Technology is a Factor in Evaluation Categories
   The dissemination and creation of scholarly work using technology is becoming increasingly important. Accordingly, it is important that promotion and tenure committees recognize this when evaluating a candidate’s portfolio. The rapid pace at which technology changes makes it difficult to use a single set of evaluation criteria to fit all cases encountered. Technology often crosses the rigid boundaries of teaching and advising, scholarship and creative activity, service, extension, and outreach, and as such, it must be evaluated in as many of these categories as appropriate. Flexibility in evaluation of the candidate’s technology efforts is paramount. Reviewers must be aware of expectations placed on the candidate at the time of hiring and during annual reviews and are encouraged to evaluate technology-based scholarship and creative activity using appropriate criteria.
5. Evaluation of Scholarship and Creative Activity (FKA: 5.90.4.2.1)
   All scholarly activity and outcomes, regardless of funding source, must consider the following criteria adapted from Diamond:
   1. The activity’s purposes, goals, and objectives are The objectives are realistic and achievable. It addresses important questions in the field.
   2. The activity reveals a high level of discipline-related The scholar brings to the activity a high level of relevant knowledge, skills, artistry, and reflective understanding.
   3. Appropriate methods are used for the activity, including principles of honesty, integrity, and the methods have been chosen wisely, and applied effectively. It allows for replication or elaboration.
   4. The activity achieves its goals and its outcomes have significant impact. It adds consequentially to the It breaks new ground or is innovative. It leads to further exploration or new avenues for exploration for the scholar and for others.
   5. The activity and outcomes have been presented appropriately and effectively to its various audiences.
   6. The activity and outcomes are judged meritorious and significant by one’s
   7. The scholar has critically evaluated the activity and outcomes and has assessed the impact and implications on the greater community, the community of scholars and on one’s own work. The scholar uses this assessment to improve, extend, revise, and integrate subsequen

PART 3: EXTENSION AND OUTREACH (FKA 5.90.4.3)

Extension and outreach are essential to the university’s mission because they disseminate information to the public; help the state by promoting economic development through the dissemination of new technologies and best practices; and serve as a basis for sustainable, community-oriented, informal education that addresses local needs through faculty affiliated with each county government in New Mexico. The central role of extension and outreach is recognized in that several principal units are dedicated to these functions. There are also numerous faculty members in other units for whom extension and outreach are major components of their duties.

1. Evaluation of Extension and Outreach (FKA 5.90.4.3.1)
   1. Collaborative Effort: Extension and outreach work is collaborative by nature. Faculty should provide evidence of collaboration with whomever necessary to identify local needs, garner resources, discover and adapt new knowledge, design and deliver programs, assess clientele skill changes, and communicate program results. Collaborative effort should also include networking with other university faculty in identified areas of program discovery, development, and delivery, including applications to teaching and advising where appropriate.
   2. Evaluation Guidelines: To evaluate extension and outreach scholarship the following guidelines are recommended:
      1. Faculty must provide evidence of extension and outreach scholarship in order that these [collaborative] efforts are recognized.
      2. The documentation should provide evidence that the work is:
         1. creative and intellectual;
         2. validated by peers;
         3. communicated to stakeholders; and
         4. have an impact on stakeholders and the
      3. Components of extension scholarship include:
         1. developing programs based on locally identified needs, concerns, and/or issues; targeting specific audiences;
         2. setting goals and objectives for the program;
         3. reviewing current literature and/or research for the program;
         4. planning appropriate program delivery;
         5. documenting changes in clientele knowledge, behaviors, attitudes, and/or skills;
         6. conducting a reflective critique and/or evaluation of the program;
         7. validation of the program by peers and/or stakeholders; and
         8. communication of results to stakeholders and decisi

PART 4: SERVICE (FKA 5.90.4.4)

Service is an essential component of the university’s mission and requires that the faculty member contribute to the organization and development of the university, as well as provide service to any local, state, national, or international agency, organization, or institution needing the faculty member’s professional knowledge and skills.

1. Evaluation of Service (FKA 5.90.4.4.1): The type and amount of service that a faculty member performs should be determined in consultation with the appropriate administrator(s). All relevant activities in which a faculty member participates should receive appropriate consideration for promotion and tenure decisions. Service contributions should be evaluated based on how they are applied and how they draw upon the professional expertise of the faculty member.

PART 5: LEADERSHIP (FKA 5.90.4.5)

In demonstrating leadership, candidates must show that they are having an impact as evidenced by the candidate’s scholarship and creative activity, and by contributions to the advancement of the university which may include administrative roles in which considerable and well-documented contributions to the university have been made.

1. Evaluation of Leadership (FKA 5.90.4.5.1): Leadership is characterized by:
   1. contribution to the mission of the college or university and to the faculty member’s profession;
   2. participation in the distribution of responsibility among the members of a group;
   3. empowering and mentoring group members; and
   4. aiding the group’s decision-making process.

Related

Cross-Reference:

Revision History:

2017 Recompilation, formerly Rule 5.90.4
05/07/2010 Amendment ratified by Board of Regents, with 07/01/2010 effective date
07/15/2008 Amendments ratified by Board of Regents, with 08/01/2008 effective date