Department
of Journalism
Tenure and
Promotion Policy
Revised
April 2003
I. OVERVIEW AND DEFINITIONS OF CRITERIA
A. The Department of Journalism adopts these guidelines, revised
in March 2003, as unique criteria within the department when considering
faculty for tenure and promotion under the provision of the
Effective teaching is an essential criterion for tenure, which will not be granted without clear evidence that this candidate is an effective teacher. Evidence of teaching excellence should include, but is not limited to, the following: command of subject matter, ability to organize and present subject matter in a logical and meaningful way; ability to motivate undergraduates; and ability to stimulate creativity in graduate students. The candidate should invite the departmental committee on tenure and promotion, either singly or in a group, to visit classes. The findings of the committee members may be augmented by class visits by the department’s chairman. The candidate should present evidence that his/her classroom methods and standards are effective to the department committee.
Documentation
of teaching should routinely include when available:
·
Statement of teaching
philosophy.
·
Course materials.
·
Systematic student
evaluations for each course each semester, including the summer and the
previous spring semester.
·
Grade distributions
plus any comments the faculty member chooses to make about the relationship
between the grade distribution and the nature of the course.
·
Evidence of
supervision of student projects and other forms of student mentorship.
·
Open-ended or other
student input.
·
Student projects.
·
Teaching recognition.
·
Teaching scholarship.
·
Peer input.
·
Evidence of
professional development in teaching.
·
Evidence of
disciplinary or interdisciplinary program or curricular development.
·
Alumni surveys and
student exit interviews.
· Classroom performance that demonstrates effective teaching, which will be judged by colleagues in the Journalism Department through classroom visits initiated by the candidate.
· Accomplishments of former students who have entered a media-related profession.
· Signed letters to the faculty member by past and present students, their parents or employers.
· Syllabi submitted by the candidate of his or her courses.
· Innovative teaching methods documented by the candidate in application support materials.
· Other supportive materials the candidate chooses to include in support of his or her application.
We are a
professionally oriented department that places a strong emphasis on journalism
and mass communication skills and applied research. These applied research
activities are to be considered equally as important as traditional
publications in scholarly journals; therefore, the Department of Journalism
faculty has tailored its definition of scholarship/creative activity to the
demands of the discipline. The Department values and encourages a variety of
approaches to scholarship, both theoretical and applied. Many journalism
professors engage in community-based scholarship, which applies the skills and
knowledge of journalism and mass communication to community concerns.
Journalism professors also engage in more traditional research, which includes
publication of refereed journal articles and books as well as presentations of
research at refereed conferences. Still other journalism professors may engage
in a third category of scholarship, which is consistent publication in
non-refereed sources.
·
Community-Based Scholarship, as defined
by the Department of Journalism, includes significant projects that identify
problems within the Memphis Metro Area and offer solutions to these identified
needs within the community. Journalism faculty are engaged in community-based
scholarly activities that involve obtaining grant or research funds, going out
into the community to determine needs, using applied journalism and mass
communication skills, conducting focus groups and surveys and ultimately
devising on-going projects to meet those needs. This type of scholarship
requires knowledge and application of research methods and a sizable commitment
of faculty time and resources. These community-based research projects include,
but are not limited to, such long-term efforts as the Scripps-Howard City-Wide
High School Journalism Program (The Teen
Appeal) and professor-driven community scholarship activities that have
involved problem solving for the following organizations—Brooks Museum, the
Mid-South Fair, Boys Club, Circus Circus, Community Foundation for Greater
Memphis and the University’s Art Museum. A survey of Memphis City Schools in
the early 1990s showed that journalism teaching and journalistic publications
were almost non-existent within the city school system. To meet this need, a
proposal for a citywide high school journalism program was devised, submitted
and funded and has been ongoing since 1997. Another example of community-based
scholarship is the problem-solving research conducted for the University’s Art
Museum. After the use of focus groups and surveys, students and their professor
proposed a plan that solved many of the Museum’s image problems through the
integration of advertising, public relations and marketing techniques.
·
Traditional
research in refereed journals is also considered a reliable indication of
scholarly ability. Professional scholarly papers presented at international,
national, or regional meetings are appropriate. Books published by reputable
firms and articles in refereed journals, reviewed by recognized scholars, are
more significant than those that are not subjected to such rigorous examination.
It should be emphasized that quality is more important than quantity. Titles
include, but are not limited to the following: Journalism and Mass Communication Quarterly, Journalism and Mass Communication Monographs, Journalism and Mass Communication Educator, Journal of Communication, Public
Relations Review, Journal of
Broadcasting and Electronic Media, Newspaper
Research Journal, Journal of
Advertising, Public Opinion Quarterly,
Mass Communication and Society, and
numerous other refereed publications in the field. In addition, editing and
judging the research of other scholars in the field, as editors of a national
refereed journal should be considered the same as having published in refereed
journals.
·
Additionally,
the Department of Journalism places importance on consistent publishing in
non-refereed sources such as trade magazines including Advertising Age, Broadcasting Magazine, College Press Review, Columbia
Journalism Review, Editor & Publisher, Educational Broadcasting Review,
Folio, Photography, Publishers’ Auxiliary, Radio-TV News Directors Association
Communicator, The Quill, Quill and Scroll, The Writer, Writers’ Digest and
a number of other non-refereed publications in the field. Beyond these,
professional association pamphlets, newsletters and magazines also publish
articles and essays that are considered scholarly activity in the journalism
field. A few of these include Journalism
History, Associated Press Managing Editors’ publications, Presstime and dozens of other worthy
publications. Examples of electronic publications include television
documentaries, participation in television programs such as Meet the Press,
Issues and Answers, including local productions of similar content, and
mass media website development projects.
Because journalism is a professionally oriented program, the doing of
journalism, and contributing to the advancement of professional journalism, is
considered worthy activity for a journalism scholar.
D. PROFESSIONAL,
INSTITUTIONAL AND COMMUNITY SERVICE
Service is a term encompassing a faculty member’s activities in one of three areas: outreach or public service, institutional service, and professional service. Evaluation of service will encompass both the extensiveness and the effectiveness of the service. It will include service to the profession, service to the institution (the university, college, and department), and service to the community.
E. OUTREACH OR PUBLIC SERVICE
The outreach or public service
function of The University of Memphis is the University’s outreach to the
community and society at large, with major emphasis on the application of
knowledge for the solution of problems with which society is confronted.
Outreach primarily involves sharing professional expertise and should directly
support the goals and mission of the University. A vital component of the
University’s mission, public service must be performed at the same high levels
of quality that characterize the teaching and research programs. Service to the
community will include membership, offices and special contributions to civic
and community organizations to the degree that such roles involve academic
specialties. Examples would include: extensive outreach by teaching journalism
to high school students; formulating an advertising/public relations campaign
for the Mid-South Fair,
F. INSTITUTIONAL SERVICE
Institutional
service refers to work other than teaching and scholarship done at the
department, college, or university level. A certain amount of such service is
expected of every faculty member; indeed, the University could hardly function
without conscientious faculty who perform committee work and other
administrative responsibilities. Institutional service includes, but is not
limited to, serving on departmental committees, advising students, and
participating in college and university committees. Some faculty members may
accept more extensive citizenship functions, such as a leadership role in the
Faculty Senate, membership on a specially appointed task force, adviser to a
university-wide student organization, and membership on a university search
committee.
Institutional service may be departmental, inter-departmental, college or university levels. It may be administrative or committee work or all-campus faculty activities. Not only will the nature and scope of the responsibility undertaken be a factor, but also considered will be the manner in which it was performed, its demand on the individual’s resources, and its effectiveness. Service to students will be included—advising, sponsoring student organizations, directing publications, and finding, evaluating and placing students in paid and unpaid internships within the profession both locally and nationally.
G. PROFESSIONAL SERVICE
Professional
service refers to the work done for organizations related to one’s discipline or
to the teaching profession generally. Service to the profession includes, but
is not limited to, association leadership, journal editorships, article and
grant proposal review, guest lecturing on other campuses, and other appropriate
activities. Although it is impossible to define the exact nature of significant
professional service, clearly more is required than organizational membership
and attendance; examples of significant service would be that done by an
officer of a professional organization or a member of the editorial staff of a
journal.
Professional service will include activities that contribute to advancing the journalistic professions. These activities include:
· Membership and offices held in professional organizations and service on their committees.
· Directing or teaching workshops, conferences, and seminars that relate to the faculty member’s professional expertise.
· Consulting with organizations on topics related to the candidate’s expertise.
· Other documented contributions to the profession, including speeches and appearances in the media.
II. ANNUAL REVIEWS/EVALUATIONS
The chair of the Department of Journalism will conduct an
annual review and evaluation of each faculty member individually and will
schedule a personal meeting to discuss that review and evaluation. During this
same meeting, the faculty member and the chair will also discuss the faculty
member’s plans for the coming year. After the chair has completed and signed
the annual faculty evaluation report, he/she will give the form to the faculty
member. The faculty member will be given an opportunity to read, sign, and/or
offer a written response. The chair also may respond to the faculty member’s
written comments. A copy of the Faculty Evaluation and Planning report, along
with any comments from the faculty member and chair, will be forwarded to the
dean of the College. Evaluations may be considered in
determining whether to renew a faculty member’s tenure track appointment. The
department chair may use the annual evaluation and review process as an
opportunity to counsel tenure-track faculty during their probationary period.
The mid-tenure review, discussed below, provides an additional opportunity for
counseling tenure track faculty regarding any areas of concern and becomes a
part of the faculty member’s application for tenure. Because a faculty member’s
annual evaluations and mid-tenure review are a core part of the materials
considered for the faculty member’s tenure and promotion review, copies of
these evaluations and review should be included in the tenure and promotion
file of all tenure-track faculty.
III. MID-TENURE REVIEW
The purpose of the mid-tenure review is to provide meaningful feedback and direction to the faculty member to assist him/her in planning and organizing subsequent work activities. The procedure for the mid-tenure review will be the same as that used for tenure and promotion review and will occur in the spring of the faculty member’s midpoint in the tenure process. For example, for an individual required to serve a six-year period prior to going up for tenure, that would occur in the spring of the third year. The chair of the tenure and promotion committee will notify the faculty member in January before the mid-tenure review that spring. The candidate will submit a dossier at least two weeks before the formal review to the tenure and promotion committee, which will review the materials. The dossier should include documentation of the quality of instruction, scholarly activity as defined in one of the three areas as well as outreach/service. Each candidate’s accomplishments will be evaluated with respect to quality as well as quantity. In addition to the University’s traditional missions of instruction, scholarship and outreach/service, the candidate should have also demonstrated a willingness to work with colleagues in supporting the goals and missions of the Department, College, and University. The committee chair will prepare a written report that addresses the strengths and weaknesses of the faculty member’s accomplishments in instruction, scholarship, and outreach/service and submit the report to the department chair. The department chair will prepare a written report that addresses the strengths and weaknesses of the faculty member’s accomplishments in instruction, scholarship, and outreach/service. A copy of the two reports will be presented to the faculty member. The department chair and/or the Tenure and Promotion Committee Chair, will meet with the candidate to discuss the reports. The candidate has the opportunity to provide a written response to the review, which will then be forwarded with the review to the dean of the college. The candidate may request a personal meeting, and/or file an appeal of the committee and chair’s decisions, with the dean of the college.
IV. CRITERIA FOR TENURE AND
PROMOTION TO ASSOCIATE PROFESSOR
A faculty member on a
tenure-track appointment must serve in a faculty position at the University
during a probationary period prior to eligibility for application for tenure.
The standard probationary period is six years, unless otherwise prescribed in
writing and approved by the dean, provost and president. The actual process
begins in the spring of the fifth year, for a person on a standard six-year
tenure calendar, when the candidate is required to notify the chair of the
department that he/she will submit an application for tenure. Absent an
approved exception, formal application for tenure must be submitted in the fall
semester of the beginning of the sixth academic year. Exceptions that may
affect the length of the probationary period are addressed in the
·
Documented evidence of
ability in instruction and/or public service and/or research.
·
Earned doctorate or
terminal degree from an accredited institution in the instructional discipline
or related area plus at least five years appropriate professional experience
(excluding experience concurrent with and in the same institution where studies
were taken for an advanced degree) in the instructional discipline or related
area
·
Documented evidence of
high quality professional productivity, which is leading to national
recognition in the academic discipline.
·
Evidence of
outstanding potential in instruction, public service, and research, or a
combination of these.
·
Documented evidence of
high quality productivity in one of the three defined areas of scholarly
activity: community-based or engaged scholarship, publication in traditional
refereed ventures, consistent publishing in non-refereed sources, plus quality
teaching, outreach to the community and potential for national recognition in
the academic discipline.
·
Evidence of good
character, mature attitude, and professional integrity.
V. CRITERIA FOR PROMOTION
TO FULL PROFESSOR
·
Documented evidence of
ability in instruction and/or public service and/or research
·
Earned doctorate or
equivalent terminal degree from an accredited institution in the instructional
discipline or related area plus at least ten years appropriate professional
experience (excluding experience concurrent with and in the same institution
where studies were taken for an advanced degree) in the instructional
discipline or related area.
·
Documented evidence of
sustained high quality productivity in one of the three defined areas of scholarly
activity: community-based or engaged scholarship, publication in traditional
refereed ventures, consistent publishing in non-refereed sources, plus quality
teaching, outreach to the community.
·
Documented evidence of
national recognition in the academic discipline.
·
Evidence of good
character, mature attitude, professional integrity, and a high degree of
academic maturity and responsibility.
The absence of teaching
excellence and superior contributions to student development or the absence of
scholarly or creative activity may prevent advancement to full professor. Since
there is no higher rank, promotion to professor is taken with great care and
requires a level of achievement substantively beyond that required for
associate professor. This rank is not a reward for long service; rather it is
recognition of superior achievement within the discipline with every
expectation of continuing contributions to the university and the larger
academic community.
IV. APPLICATION PROCESS AND
PROCEDURES
Candidates for tenure and/or
promotion should submit their applications and supporting papers to their
department chair, who will transmit the documents
directly to the department’s tenure and promotion committee. This committee
will evaluate the candidate’s accomplishments, applying to them all relevant
criteria. The departmental committee will return the applications and
supporting papers to the department chair along with its recommendations and
reasons for those recommendations. The departmental committee on tenure and
promotion will examine the material submitted by the candidate and decide upon
a recommendation favoring or rejecting the request. The committee’s
recommendation will be submitted in writing to the department chair. The
department chair will inform the candidate in writing of the outcome of the
vote. The departmental chair will forward the committee’s action on the
recommendation along with his or her own recommendation to the tenure and
promotion committee of the
The Journalism Department chair and faculty will establish a tenure and promotion committee to evaluate and make recommendations on individuals eligible for tenure and/or promotion. Because the committee advises the department chair, the department chair will not serve on the committee.
According to university policy, “the tenure and promotion committee of the department
consists of all tenured associate professors and professors. For promotion to
professor, the subcommittee of tenured professors will make the
recommendations.”
A. Non-tenured faculty may not serve on the tenure and promotion committee.
B. The department chair will appoint the committee and designate a chair.
C. Three members, including the chair, will be the minimum size of the committee.
D. In the case of promotion applications to full professor, if additional members need to be added to attain the minimum size because too few full professor are available within the department, the chair will appoint members from the next lower academic rank (associate professor). This unique departmental requirement is in accordance with university policy that stipulates, “for small departments, some alternative process may be needed” to the university requirement stipulated above that the promotion committee for full professor should be comprised of full professors. Such appointment, or any other committee composition adjustment necessary due to extraordinary circumstances, will be subject to approval of the Dean of the College of Communication & Fine Arts.
E. Secret ballots will be used.
F. The committee chair will complete the paperwork, including the supporting documents, and submit them to the department chair.
G. The department chair’s recommendation is independent of the Tenure and Promotion Committee recommendation.
H. If the department chair applies for tenure or promotion, the dossier goes directly from the department committee to the college.
I. The department chair notifies applicant of the progress of the application.
VIII. MODIFICATIONS OF TENURE AND PROMOTION GUIDELINES
These guidelines will be reviewed every five years or as needed.
Calendar for Tenure and
Policy
Department of Journalism
|
Action |
Due |
|
1. Candidate notifies Department chair of intent to apply for tenure and promotion. |
March 1 |
|
2. Department chair notifies faculty to form T & P Committee and appoints chair. |
April 1 |
|
3. Candidate and T & P Committee independently develop list of external reviewers. |
April |
|
4. Department chair and T & P Committee finalize list of external reviewers. |
April 30 |
|
5. Candidate develops packet of research materials and vita to send to external reviewers |
May 30 |
|
6. Department chair sends letter, candidate’s materials and departmental T & P guidelines to reviewers. |
June 5 |
|
7. Candidate completes dossier, following university, college and departmental guidelines. |
September |
|
8. Department chair collects all materials and submits to departmental T & P Committee |
September |
|
9. T & P Committee chair schedules and leads T & P Committee review meetings, drafts committee recommendations for committee member review, finalizes the committee’s recommendation and submits the report with all materials to the department chair. |
September |
|
10. Department chair independently reviews the candidate’s dossier and provides a rationale for the selection of external reviewers. He/she provides his/her own recommendation and submits this document along with the T & P recommendation, the candidate’s materials and the rationale for the selection of outside reviewers to the dean of the college. |
October |