Department Criteria for Third Year Advisory Review
Third-Year Advisory Review
Department of English and Philosophy
University of West Georgia
Third-year advisory review of tenure-eligible faculty gauges whether an individual is making satisfactory progress toward fulfillment of tenure criteria. The documents to be filed for purposes of third-year review are a curriculum vitae and portfolio reflecting achievements in teaching, service, and professional growth.
Tenure in the University System of Georgia is based upon performance in the four areas outlined below. Quotations from the current Faculty Handbook pertinent to each area are given with page numbers, along with excerpts from departmental standards adopted on 9 November 1993. You are urged to consult the Handbook for further information and definitions of key terms.
According to the Handbook, "Retention throughout a probationary period of service, regardless of faculty rank held, is by itself insufficient to guarantee the success of a candidate for tenure. A candidate for tenure must not only meet the designated minimum criteria and period of service, but must also show a history of evaluations that merits the award of tenure. Tenure is awarded to individual faculty members upon evidence of the capacity and likelihood for continued intellectual, scholarly, and professional vitality; upon evidence of the ability and willingness to perform assigned duties; upon evidence of a sense of responsibility and dedication to make the continuing exemplary performance of duties a reasonable expectation; and upon evidence of maintenance of proper professional ethics" (16).
AREA I: TEACHING
Handbook: "Demonstration of superior teaching as revealed by the evidence assembled in support of the application for tenure. Evidence must include evaluations by students (See Section 103.06) and may include, but is not limited to, evaluations by colleagues and letters from former students and others in a position to evaluate teaching effectiveness" (17-18).
Department: "Demonstrated strength in teaching introductory composition and literature surveys as documented by a candidate's portfolio and by a combination of student, peer, and chair evaluations. In addition, there should be evidence of proficiency in teaching an upper-division course within the candidate's principal area of scholarly expertise."
AREA II: SERVICE TO THE INSTITUTION
Handbook: "Same as criteria for promotion to current professorial rank" (18). "Demonstration of potential for effectiveness as shown by successful, collegial service on departmental, school-wide, institutional or system-wide committees and with evidence from at least two additional sources listed in section 103.0302[,]D, 2" (13).
Department: "Responsible participation on at least one departmental committee and in departmental meetings, along with evidence of the effective mentoring of students in advisement and other academic activities. Involvement in school or [University]-wide committees as well as service to the academic guild at large are regarded as desirable but not necessary complements in this area."
AREA III: ACADEMIC ACHIEVEMENT
Handbook: "Same as criteria for promotion to current faculty rank" (18). "Terminal degree in discipline" (14).
AREA IV: PROFESSIONAL GROWTH
Handbook: "Same as criteria for promotion to current faculty rank" (18). "Demonstration of potential for effectiveness in the candidate's discipline with evidence from at least two of the sources listed in section 103.0302,D,3" (14).
Department: "Research related to some facet of teaching responsibilities and resulting in publication since time of initial appointment, active membership in a professional organization, and annual participation in conferences or workshops. Also indicative of professional growth are such activities as reviewing books, serving on scholarly panels, and collaborating with colleagues in writing grant proposals."