Content Comparison

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• Communities: Members of the OSU Libraries faculty serve as engaged participants in the evolution of the Libraries and Press and in the governance of the University. We are involved with shaping and strengthening the library, information science, and archives professions. We apply our expertise and skills to the needs, issues, and challenges of the University, and our local, national and global communities.
• Expectations: Service is an important professional value for librarians and archivists, and OSU Libraries' service expectations for faculty reflect this. Candidates for promotion should be able to show growth in their service record over the period being evaluated. We recognize that service roles and assignments may be opportunistic. Our expectations revolve around demonstration of growth and willingness to accept opportunities as they arise, within the time allotted for service in the position description. Faculty are expected to broaden and deepen their networks of service and influence as they move through their career. They may do so by:
  • Demonstrating leadership growth by holding progressively more responsible service positions (within their respective communities). Examples of progression include but are not limited to:
    • Serving on a committee (college, university, union, or professional association) and then chairing it.
    • Organizing workshops, institutes, or similar meetings for ever broader or more varied audiences at the state or national levels
    • Serving in elected leadership roles of increasing responsibility within a professional organization.
    • Being active in a local professional organization, and then moving to a regional or national association.
  • Increasing impact on the profession through policy development, grant funded projects and collaborative efforts. Examples include:
    • Serving on a consortium task force and being a catalyst for a significant policy or operations decision.
    • Successfully pursuing grant or funding opportunities that support meaningful policy or services.
  • Building a reputation for expertise within a professional community or subfield. This may include such activities as:
    • Delivering invited workshops or presentations at professional meetings, professional development events, etc.
    • Serving as a manuscript or article reviewer for professional publications.
    • Serving on journal editorial boards, or conference program committees.
    • Consulting on work relevant to professional expertise at OSU, in Oregon or nationally.
  • Collaborating within the university. Some examples of this:
    • Developing relationships across the university by serving on committees and task forces external to the OSU Libraries and Press.
    • Serving as an advisor or mentor to students and student groups beyond regular teaching duties.
    • Representing the university to the local, regional, national and international audiences.
• Evaluation and Impact: To meet this requirement, OSU Libraries and Press faculty should clearly demonstrate:
  • How their service record demonstrates professional growth, as outlined above.
  • How their service record benefits the OSU Libraries & Press, the OSU community, the citizens of Oregon, and their professional community.
• Context: The University's Promotion and Tenure Guidelines simply state that successful candidates have "an appropriate balance of institutional and professional service" and define this as "significant impact on one's academic unit and/or professional community as reflected in awards, involvement in significant university service (elected and appointed), leadership in professional organizations (elected or appointed)." As members of a land grant university, the OSU Libraries' faculty are committed to service to advance the library, institution, state, and profession. We work with a variety of communities and constituents depending on our professional interests, duties and expertise. Consequently, the service component of our work is variable, but the outcome is shared. We do this by actively engaging with appropriate audiences and communities and demonstrating the impact of that engagement.
• NOTE: Adopted March, 2017

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• *NOTE: exact deadline posted on OSU P&T website
• The Dean of Libraries submits the completed dossier to the Office of Faculty Affairs to be reviewed by the campus Promotion and Tenure Committee. In addition, a copy of the completed dossier is placed in the Libraries' personnel files.
• When all necessary reviews and discussions have been completed, the Provost and Executive Vice President will make the final decision on promotion and indefinite tenure.

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• *NOTE: exact deadline posted on OSU P&T website
• The Dean of Libraries submits the completed dossier to the Office of Faculty Affairs to be reviewed by the University Promotion and Tenure Committee. In addition, a copy of the completed dossier is placed in the Libraries' personnel files.
• When all necessary reviews and discussions have been completed, the Provost and Executive Vice President will make the final decision on promotion and indefinite tenure.

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Dossier preparation typically takes place during Summer and Fall terms preceding submission, though teaching reviews will generally take place earlier. Candidates work with a mentor (if applicable) and their supervisor to prepare the dossier. The candidate will be gathering student evaluation of teaching, consultation, advising, or mentoring data for each year leading up to dossier submission. OSULP interprets "students" to be constituents, internal or external to OSU, for whom the candidate has provided instruction, consultation, advising, or mentoring. During the year preceding submission, the candidate will collect student names and email addresses for student review of teaching/consultation/advising/mentoring letters.

Per Rick Settersten - Effective for the 2023-2024 promotion cycle, the University will no longer require external letters of evaluation for promotion to the ranks of (1) Senior Instructor I & II, (2) Senior Faculty Research Assistants I & II, and (3) Senior Research Associates I & II. This is a pilot year during which these letters will be eliminated, not optional. University Human Resources and the Office of Faculty Affairs will collect data and revaluate this decision at the conclusion of the AY23-24 promotion cycle. 

The OSUL P&T committee will determine what updates should be made to our guidelines regarding the external review letter process after University Human Resources and the Office of Faculty Affairs have completed their evaluation of the change in external review letter process in 2024.

By March 1

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Dossier preparation typically takes place during Summer and Fall terms preceding submission (though teaching reviews, if applicable, will generally take place earlier). The candidate work with a mentor (if applicable) and their supervisor to prepare the dossier. The candidate will be gathering, if applicable, student evaluation of teaching, consultation, advising, or mentoring data for each year leading up to dossier submission. OSULP interprets "students" to be constituents, internal or external to OSU, for whom the candidate has provided instruction, consultation, advising, or mentoring. During the year preceding submission, the candidate will collect student names and email addresses for student review of teaching/consultation/advising/mentoring letters.

Per Rick Settersten - Effective for the 2023-2024 promotion cycle, the University will no longer require external letters of evaluation for promotion to the ranks of (1) Senior Instructor I & II, (2) Senior Faculty Research Assistants I & II, and (3) Senior Research Associates I & II. This is a pilot year during which these letters will be eliminated, not optional. University Human Resources and the Office of Faculty Affairs will collect data and revaluate this decision at the conclusion of the AY23-24 promotion cycle. 

The OSUL P&T committee will determine what updates should be made to our guidelines regarding the external review letter process after University Human Resources and the Office of Faculty Affairs have completed their evaluation of the change in external review letter process in 2024.

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Peer Review of Teaching Coordinator

The Peer Review of Teaching Coordinator (Coordinator) is a tenured library faculty member and member of the Promotion & Tenure committee. The coordinator is typically selected by the new P&T Committee Chair and serves a one-year term, September - August. 

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Procedure for Peer Review of Teaching

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Per the OSU promotion and tenure guidelines, students will be invited to participate in the review of faculty for promotion and tenure. OSULP interprets "students" to include all constituents of the candidate's teaching audience, internal or external to OSU, for whom the candidate has provided instruction, consultation, advising, or mentoring. The following guidelines from the OSU Promotion & Tenure Guidelines (Student Letter of Evaluation section) have been modified for OSULP.
The purpose of the student evaluation letter is to document the student perspective of the candidate's effectiveness as a teacher, research consultant, advisor (if applicable), or mentor (if applicable). In order to provide the university with a consistent source of information for the process, the unit P&T committee and the unit supervisor should endeavor to organize student committees for faculty evaluation using the following process.
NOTE: the timeline below specifically addresses the Associate Professor and Professor reviews. Timeline modifications for Senior Instructor I/II review and Faculty Research Assistant I/II review are specifically noted in those timelines.
By March 15

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• The unit P&T committee and the supervisor jointly generate an additional list of student names taken from class lists of the courses, workshop attendees lists, research consultations, and advisees (if appropriate).
• The supervisor begins to request review letters from the combined list of students. Students graduating in June or August must be contacted before graduation. The supervisor may wish to work with Library Administration Executive Assistant to determine when students are graduating. An attempt should be made to request input from students whose collective experience represents the profile of the teaching, research consultation and advisory (if appropriate) duties of the faculty member. For example, if a faculty member teaches all undergraduate courses, it is appropriate for all letters to come from undergraduates. If the faculty member teaches, consults with or advises a mixture of undergraduate and graduate students, the chosen students' backgrounds should reflect that diversity in order to provide sufficient information to evaluate the candidate's performance.
  • Letters to the students requesting the evaluative reference must inform the student as to who will see their review letters. Access to those letters will be determined by whether the candidate has signed a waiver of access. Students must also be informed that only signed letters will be used as part of the process. Sample letters are available on a restricted shared drive: Shared\P-&-T\Student_review_of_teaching\Sample_letters
  • As a rule, one half of the letters should be from the list generated by the candidate and one half from the list generated by the unit. In practice, the supervisor and candidate work together to generate the list of student names.
  • There is no specific minimum number of letters required. The total number of letters should be on the order of 4-12, depending on the complexity of the candidate's teaching duties.
  • If an insufficient number of students agree to write letters, the P & T Committee and the supervisor should select an additional set of names from the existing lists and request letters from those students.
• Supervisor begins planning the formation of the Student Review Committee in order to have this committee in place by October deadline.

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