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Tenure & Promotion Guidelines

This document presents 黑料网吃瓜爆料 guidelines for the tenure and promotion process consistent with the Board of Trustees regulations USF10.105 and USF10.106, 黑料网吃瓜爆料System policy 10.116, and the Collective Bargaining Agreement, and with the intent of furthering the mission of the University. Criteria for tenure and promotion, specifying documented and measurable performance outcomes, must be developed by individual colleges and departments, commensurate with expectations articulated in this document.

黑料网吃瓜爆料Tenure & Promotion Guidelines, Effective July 1, 2020 (PDF)
This document presents the same guidelines and criteria listed on this webpage in a PDF format.

Branch campus faculty with three years of tenure-earning credit on July 1, 2019 will be considered for tenure under their old regional campus guidelines unless they elect to use the new consolidated guidelines in writing 30 days prior to the beginning of tenure consideration. This is required in Article 15.4.B of the 黑料网吃瓜爆料UFF Collective Bargaining Agreement.

USF Tenure & Promotion Guidelines, Effective July 15, 2014 (PDF)
This document was revised prior to consolidation and the new version went into effect on July 1, 2020.

UNIVERSITY OF SOUTH FLORIDA CRITERIA

Tenure for faculty with tenure-earning appointments and promotion in the professorial ranks will be granted only to persons who demonstrate excellence in scholarly and academic achievement. Performance is evaluated specifically in the areas of teaching/instructional effort toward student learning, research/creative/scholarly activity, and service. In addition, participation as a citizen of the University is an integral part of faculty performance.

The academic units of the University will define criteria for tenure and promotion according to the standards of their respective fields and disciplines, with specific expectations for types and levels of achievement and how they will be measured and documented. Tenure and promotion guidelines at all levels are expected to recognize and value contributions that support USF鈥檚 prevailing strategic priorities. Academic units may specify more stringent standards than those articulated herein but may not specify less stringent standards. However, deans may apply to the institution鈥檚 designated senior academic officer for variance in exceptional cases.

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Tenure

Expectations of Tenured Faculty

In order for the University to perform its functions effectively, it is essential that faculty members be free to express new ideas and divergent viewpoints in their teaching and research. In the process of teaching and research, there must be freedom to question and challenge accepted 鈥渢ruths.鈥� A university must create an atmosphere that encourages faculty members to develop and share different ideas and divergent views and to make inquiries unbounded by present norms. Tenure contributes significantly to the creation of such an atmosphere.

At the same time, in providing for 鈥渁nnual reappointment until voluntary resignation, retirement, or removal for 鈥榡ust cause鈥� or layoff鈥� (黑料网吃瓜爆料System Regulation USF10.105), tenure is not an unconditional guarantee of lifelong employment. The granting of tenure is a privilege that carries enormous responsibility within the academic unit, the college, the University, and broader academic community. This responsibility includes maintenance of the highest academic standards, continued scholarly productivity, sustained teaching excellence, and ongoing beneficial service carried out in the spirit of University citizenship.

Evaluation for Tenure

Evaluation for tenure involves three components appropriate to the unit:

• Teaching or comparable activity designed to promote student learning (including advising, mentoring, and community engaged instruction)
• Research/creative/scholarly work (including community-engaged scholarship)
• Service to the University, the profession, and the community.

Because the decision projects lifetime performance from the first few years of a faculty member鈥檚 career, tenure must be awarded only as a result of rigorous assessment over a period of time sufficient to judge the faculty member鈥檚 documented accomplishments, ability, and probability of sustained future productivity. A judgment must be made that the faculty member鈥檚 record represents a pattern indicative of a lifetime of continued accomplishment and productivity with potential for high impact on the field or society. Each recommendation for tenure should be accompanied by a statement of the mission, goals and educational needs of the department and college and the importance of the contributions the candidate has made and is expected to make in the future toward achieving the mission and goals and meeting the educational needs of the unit and the University. Careful consideration must also be given both to the equitability of the candidate鈥檚 assignment and opportunities in relation to others in the department/unit and to the candidate鈥檚 ability and willingness to work cooperatively within the department, college, and/or campus.

Integral to the mission and vision of 黑料网吃瓜爆料is commitment to engagement with its communities. As defined by the , 鈥渃ommunity engagement describes collaboration between institutions of higher education and their larger communities (local, regional/state, national, [international,] global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.鈥�1 While some faculty engagement may come in the form of public service as such, any of the three categories of faculty activity could entail community engagement, and any could in some way 鈥渁ddress critical societal issues and contribute to the public good.鈥� Community engagement that is undertaken by faculty to 鈥渆nhance curriculum, teaching and learning and prepare educated, engaged citizens鈥� may be included and evaluated as part of teaching, and community engagement undertaken to 鈥渆nrich scholarship, research, and creative activity鈥� may be included and evaluated as part of a research/creative/scholarly faculty assignment.

A. Teaching

The first component in the tenure decision process is an evaluation of effectiveness in teaching or comparable activity appropriate for the unit. As discussed in these guidelines, teaching effectiveness is understood to be fundamentally grounded in demonstrable student learning outcomes. Each candidate must present a record of effectiveness in teaching as specified by the relevant academic unit and reflected in field-appropriate learning outcomes. The record of activities leading to tenure and promotion must provide evidence of excellence in teaching. It is therefore vital that substantial and diverse evidence of teaching effectiveness be presented as part of the tenure application.

Effective teaching 鈥� to be understood throughout this document as activity that results in learning for those taught 鈥� requires a thorough knowledge of the subject; th