Nominations for promotion may be made by the candidate on his/her own behalf or by colleagues within or outside the department or by the academic dean. The procedures for promotion and indicators of successful achievement of the criteria can be found in Simpson College Faculty Handbook Part III: Personnel Procedures, Section 6 . Promotion will be granted by the president and reported to the board of trustees. Promotion will commence in the following academic year.
7.1.0 Definitions and Expectations
The following section is provided to help define the criteria for tenure and promotion. The examples are not meant to be exhaustive, but serve to provide guidance to all involved in the tenure and promotion process.
7.1.1 Teaching
(revised 05/12/2023 board meeting)
Teaching effectiveness may include but is not limited to the following five categories: competence in the content area; classroom performance; academic and professional standards; effective professional relations with students; and creativity and self- improvement. The following is an indication of the kinds of activities that might fall into these categories.
Competence in the content area is generally considered to be but is not limited to:
- Mastery and knowledge of the subject matter.
- Staying current with advances and changes within the field.
- Thoroughness of course content.
- Designing and implementing courses that meet the objectives of the department and the college.
- Incorporating course content that is inclusive of diverse perspectives.
- Acknowledging historical and contemporary barriers to women, BIPOC (Black, Indigenous, people of color), and other marginalized identities in the discipline.
Effective classroom performance is generally considered to be but is not limited to:
- Effective organization.
- Effective, clear and stimulating presentation and/or discussion.
- Enthusiasm for the subject matter.
- Encouragement of active learning and critical thinking.
- Stimulation of student research, scholarship, and creative projects.
Allowance for differing learning styles and/or cognitive abilities.- Willingness to assist students academically inside and outside of the classroom.
- Allowance for and encouragement of the respectful interchange of ideas.
- Providing timely and effective feedback to students.
- Facilitation of student independent learning.
- Stating and meeting course objectives and standards.
- Incorporating best practices for supporting neurodivergent learners.
Maintenance of academic and professional standards is generally considered to be but is not limited to:
- Maintaining academic rigor.
- Providing clear statements of expectations, policies and grading criteria in a syllabus.
- Applying fair and uniform standards of evaluation.
- Adhering to academic rules and regulations of the college and the department.
- Designing tests and assignments that are drawn from course material.
- Providing students with the opportunity to evaluate instruction.
- Meeting classes at the time and for the duration assigned.
- Submitting book orders, grades and other administrative assignments complete and on time.
Effective professional relations with students are generally considered to be but are not limited to:
- Maintaining open communications.
- Posting and maintaining adequate office hours.
- Clearly stating expectations, policies and grading criteria.
- Maintaining a professional attitude and demeanor inside and outside of the classroom.
- Meeting special needs of students.
- Keeping student matters confidential.
- Creating a learning experience free of discrimination and harassment.
- Establishing and supporting a climate that fosters belonging for all students.
- Working explicitly to reduce the impact of exclusion, stereotypes, oppression, and microaggressions.
- Fostering an environment that minimizes the chances that differences in perspectives and experiences will threaten or isolate vulnerable individuals.
Creativity and self-improvement is generally considered to be but is not limited to:
- Innovation in course content, course design, methodology, assignments, or evaluation.
- Inter-disciplinary or cross-disciplinary interests.
- Introducing students to the creative processes of the discipline.
- Self-reflection on teaching.
- Efforts to improve teaching.
- Seeking creative ways to incorporate diversity, equity, and inclusion in teaching.
It should be noted that faculty at Simpson College are expected to be effective teachers with both major and non-major students, as well as beginning and advanced students.
7.1.2 Advising
(revised 02/08/2013 board meeting)
Academic advising of students is an essential part of the faculty member’s teaching responsibilities. An effective advisor is one who is available and accessible to students, who provides informed counsel on Simpson’s curriculum, and who assists students to relate their goals to academic majors and specified courses. Effective advising requires knowledge of the rules, regulations, and procedures of Simpson College as established in its various handbooks and manuals. An effective advisor listens well, provides care and understanding, and assists students in making their own decisions. Advisors should assist students in developing strengths and identifying and improving areas of weakness in their intellectual development. Advising happens formally with assigned advisees as well as informally in normal day-to-day contact with students. Although effective advising may happen in other ways, the faculty at Simpson College highly value advisors meeting in- person with advisees.
Experience in the advising process may include but is not limited to:
- A record of advisees who have graduated.
- Participation in Simpson Colloquium courses.
- Assisting students with internships.
- Assisting with directed or independent studies.
- Facilitating individual undergraduate research.
7.1.3 Professional Development, Scholarship and Achievement
Professional development, scholarship and achievement improve teaching effectiveness by encouraging the faculty member to keep abreast of new trends and ideas, to reevaluate ideas and theories, and to think seriously on a professional level about concepts and issues that are part of the body of knowledge to which students are exposed. The form of professional development, scholarship and achievement varies by discipline.
Evidence of professional development, scholarship and achievement may be demonstrated by but is not limited to the following four categories: ongoing professional development; involvement in research and scholarly study; creative and artistic works; and service to professional organizations within the discipline.
Ongoing professional development may include but is not limited to:
- Attendance at discipline-based professional conferences
- Attendance at faculty development workshops and conferences
- The writing and submission of grants
- Regular participation in the college’s sabbatical leave program
Ongoing involvement in research and scholarly study may include but is not limited to:
- Publications (especially peer-reviewed works).
- Presentations at state and national conferences.
- Professional consultation.
Creative and artistic works may include but is not limited to:
- Paintings.
- Sculptures.
- Performances.
- Scripts.
- Poetry.
- Other forms of aesthetic expression.
Service to professional organizations within the discipline may include but is not limited to:
- Serving on boards.
- Serving as a journal editor.
- Holding an elected office.
- Being sought out as an expert within the discipline.
7.1.4 Service to Colleagues and the College
(revised 05/12/2023 board meeting)
Promotion to associate professor and professor requires that a faculty member provide service to the Simpson College community. Faculty members are expected to contribute to the governance, operational, and community activities of their departments and the college. Service applies a faculty member’s knowledge, skills, and expertise to benefit students or the institution.
An important goal for the service requirement includes promoting a more comprehensive understanding of the various facets of campus life and governance while providing the opportunity to collaborate with faculty and administrators from across the campus.
Specific activities will vary, since they reflect such variables as the academic or professional expertise of the individual faculty member, the nature and needs of each department/division, and the faculty member’s interests. Evidence of this service may include but is not limited to:
- Participation on standing faculty committees
- Participation on ad hoc committees, task forces, or working groups
- Work on departmental or divisional projects and assessment
- Serving on search committees
- Assisting students with service projects
- Advising student organizations
- Serving as department chair or division head
- Serving as a departmental liaison
- Serving as mentors for new faculty
- Participation in recruitment
- Involvement in furthering the mission, vision, and values of Simpson College on campus and beyond by helping students and/or others in their pursuit of diversity, equity, and inclusion.
To demonstrate effective service to colleagues and the college, the faculty member needs to reflect on the following:
- What was accomplished
- What role he or she played in it
- Its significance or impact
It is the expectation of the faculty that such service will be consistent and of increasing responsibility over one’s career.
7.2.0 Promotion Criteria for Regular (probationary and tenured) Faculty
The following criteria will be considered in reviewing nominations for promotion to the designated rank for full-time probationary and tenured faculty. The procedures for the implementation of these policies can be found in Simpson College Faculty Handbook Part III: Personnel Procedures, Section 6.
7.2.1 To Assistant Professor
In most cases, faculty members with the appropriate terminal degree will receive the rank of assistant professor at the time of hire. When a terminal degree is not complete at the time of hire, the rank will be at the instructor level. The rank will be adjusted upwards by the academic dean to assistant professor upon the completion of the degree.
The following are criteria established for original appointment to assistant professor:
7.2.1.1 Terminal Degree
In addition, the candidate must show promise of success in the following areas:
7.2.1.2 Teaching
7.2.1.3 Advising
7.2.1.4 Professional Development, Scholarship and Achievement
7.2.1.5 Service to Colleagues and the College
7.2.2 To Associate Professor
All successful candidates for tenure are automatically nominated for promotion to associate professor. In addition to the appropriate terminal degree as required for the rank of assistant professor and at least a minimum of three years fulltime teaching at Simpson College, the candidate must show demonstrated success in the following areas:
7.2.2.1 Teaching
7.2.2.2 Advising
7.2.2.3 Professional Development, Scholarship and Achievement
7.2.2.4 Service to Colleagues and the College
7.2.3 To Professor
Promotion to professor may be made after at least six years of full-time service at the rank of associate professor. In addition to the appropriate terminal degree required for the rank of associate professor, the candidate must show a sustained record of success in the following areas:
7.2.3.1 Teaching
7.2.3.2 Advising
7.2.3.3 Professional Development, Scholarship and Achievement
7.2.3.4 Service to Colleagues and the College
7.3.0 Promotion for Adjunct and Teaching Specialist Faculty
Faculty in adjunct and teaching specialist contracts are not eligible for promotion except in the case of faculty hired at the rank of instructor without the terminal degree. Upon the completion of the terminal degree, the rank of assistant professor will be granted by the academic dean. Faculty members in adjunct and teaching specialist contracts at the rank of assistant or associate are not eligible for promotion. Promotion to associate and full professor is only available to tenured faculty.
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