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Approved July 2018
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Appendix 2: Structured Assessment of Teaching for the Mid-term Review
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OSU Libraries & Press
Promotion & Tenure Review, Promotion in Rank Review, and Post-tenure Review Guidelines and Procedures
Approved July 2018
Table of Contents
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Preliminary Remarks
These guidelines document the criteria for Promotion and Tenure or Promotion in Rank, and the procedures specific to each, for OSULP academic faculty. These guidelines also address Post-Tenure Review. These guidelines are based on the OSU guidelines (https://facultyaffairs.oregonstate.edu/faculty-handbook/promotion-and-tenure-guidelines), but address specific OSULP needs.
OSULP academic faculty members are either eligible for Promotion and Tenure (those with professorial ranks) or are eligible for Promotion in Rank (those with Instructor or Faculty Research Assistant rank). All OSULP academic faculty are responsible for:
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These guidelines should be reviewed annually by the OSULP Promotion & Tenure Committee to ensure compliance with OSU guidelines and to make necessary and timely revisions. Updates should be approved by LFA by May 30 of each year to be in effect for the next cycle of dossier preparation and review.
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General Criteria for Promotion and Tenure or Promotion in Rank
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General Promotion and Tenure Criteria for Professorial Faculty
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Promotion from Assistant Professor to Associate Professor and awarding of tenure; is based upon evidence of the candidate's:
- demonstrated effectiveness in teaching (see specific Teaching criteria), advising, service, and other assigned duties;
- achievement in scholarship and creative activity that establishes the individual as a significant contributor to the field or profession, with potential for distinction (see specific Scholarship criteria);
- appropriate balance of institutional and professional service (see specific Service criteria).
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Promotion from Associate Professor to Full Professor; is based upon evidence of the candidate's:
- distinction in librarianship, as evident in continuing development and sustained effectiveness in areas such as new and innovative teaching (see specific Teaching criteria), curricular development, innovative tools and applications, or new programs and initiatives
- distinction in scholarship and should produce a body of scholarship that demonstrates a consistent commitment to research (see specific Scholarship criteria). This body of work should extend the faculty member's research program to reflect collaboration beyond the OSU Libraries, a recognized reputation for expertise, significant impact on scholarship and practice in the relevant fields, and a willingness to tackle challenging topics. All the pieces should form a cohesive picture of the faculty member as a librarian and a researcher.
- exemplary leadership in institutional and professional service, and an appropriate balance between the two (see specific Service criteria).
- NOTE: Approved January 6, 2016
- NOTE: If a faculty member goes up for full professor, but is not granted the promotion, there is no penalty. The associate professor may try again after a suitable amount of time, if they so choose.
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General Promotion in Rank Criteria for
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Instructor Faculty
Promotion from Instructor to Senior Instructor I; the candidate must:
- have a graduate degree appropriate to the assigned duties, or comparable educational or professional experience;
- have special skills or experience needed in the unit;
- have an exceptional record of achievement in the assigned duties (including teaching; see specific Teaching Criteria).
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Promotion from Senior Instructor I to Senior Instructor II; the candidate must:
- have a sustained record of exceptional achievement and evidence of professional growth and innovation in assigned duties (including teaching; see specific Teaching criteria).
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General Promotion in Rank Criteria for Faculty Research Assistant
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Promotion from Faculty Research Assistant to Senior Faculty Research Assistant I; the candidate must:
- have a graduate degree appropriate to the field in which the research activities are performed, or comparable educational or professional experience;
- demonstrate a high level of competence, achievement, and potential in research, or serve effectively in a position requiring high individual responsibility or special professional expertise;
- demonstrate a high degree of initiative in research and leadership among research colleagues in the department, as documented in authorship, management responsibilities, and creative approaches to research.
- If the duties include teaching, see specific Teaching criteria.
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Promotion from Senior Faculty Research Assistant I to Senior Faculty Research Assistant II; the candidate must:
- have a sustained record of exceptional achievement and evidence of professional growth and innovation in assigned duties.
- If the duties include teaching, see specific Teaching criteria.
Teaching Criteria for Faculty Research Assistant (if applicable)
The University’s Promotion and Tenure Guidelines suggest inclusion of a Student (or Client) Letter of Evaluation of Teaching and a Peer Review of Teaching Evaluation, but this is not always appropriate for library faculty. Appropriateness is determined based on having a significant portion of teaching included in the candidate’s position description. For those with a significant amount of teaching as a part of their position (25% or more), they should include a bullet point within their position description that states the expectation of student and peer evaluations: “Because this position has a significant portion of time devoted to teaching, input will be gathered from students (or clients) and peers to evaluate the [title of the position]'s effectiveness as a teacher. The results of these evaluations will be included in the dossier submitted for promotion and tenure in the form of the Student (or Client) Evaluation of Teaching and the Peer Review of Teaching Evaluation .”
For those without a significant amount of teaching as a part of their position (less than 25%), they should include a bullet point in their position description that states that student and peer evaluations will not take place. However, in the Libraries we have an interest in maintaining that all of our faculty positions do work that makes students/faculty more successful, so include a customized bullet that addresses this goal, as an example “The Cataloging Librarian supports student success and research productivity in their primary assignment by making it easy for OSU researchers to find and engage with high-quality information resources.” In addition, include the language “Because this position does not have a significant portion of time devoted to teaching or advising, the Student (or Client) Letter of Evaluation of Teaching and the Peer Review of Teaching Evaluation will not be included in the materials submitted for promotion.”
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Specific Criteria for Promotion and Tenure or Promotion in Rank
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Teaching Criteria
Context
While OSU Libraries’ faculty members have a wide variety of professional duties, we share one goal: to help all members of the OSU community find, organize, share, and use the information they need to create new knowledge. Working directly and indirectly with students, faculty, staff, alumni and the broader community served by Oregon’s land grant university, the library faculty makes significant contributions to the teaching mission and learning environment of the university. Library faculty members work independently, and in partnership with OSU colleges, departments, and programs to accomplish these goals.
The OSU Libraries serve a broad and diverse community, including students, staff, faculty, professional colleagues, and the public. We tailor the content of our instruction and its delivery to meet the needs of these multiple populations.
Audience
The faculty member’s position responsibilities determine the appropriate audience for their teaching activities. Some faculty members work directly with undergraduate and graduate students, building their research skills. Some provide professional development to OSU faculty and researchers. Others will focus on library audiences, internally to build the capacities of library staff and externally teaching LIS courses and leading workshops for professional colleagues. We also teach members of the public, share information resources, and inform policymakers.
Teaching Philosophy
OSU librarians take a learner-centered approach, incorporating a variety of collaborative and active learning techniques. We respect the knowledge and experience our audiences bring to their learning and reinforce the understanding that learning is a dynamic, epistemic, and recursive process. We are committed to working with our audiences to help them excel as lifelong learners, able to meet the challenges of their professional, educational, or co-curricular landscapes.
Teaching Methods
An OSU Libraries faculty member considers the educational setting and the learner’s needs in order to design effective learning experiences and environments. The faculty member should develop proficiency in the pedagogical practices they are most likely to use. These include (but are not limited to) the following:
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Standalone workshops
Tutorials and learning objects
Manuals or user guides
Online help tools
Guest lectures or presentations embedded in courses
For-credit courses in person or online
Not-for-credit courses in person or online
Education-oriented outreach events
Internships and other experiential learning
Evaluation
Evaluation varies depending on the methods, audience, and goals. While the specifics of the delivery and content of instruction may vary, instructional efforts should include an evaluation component that addresses how the faculty member will determine if the audience’s needs or expectations were met.
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NOTE: Revised October 2019; for those who do not undergo the Teaching Evaluation processes, there is a template letter on the Shared Drive (/Shared\P-&-T\Form A, Waivers, and Signoff Forms) to be completed by the Executive Assistant to the Dean of Libraries and included in the dossier.
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Research/Scholarship Criteria for Professorial Faculty
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Promotion from Assistant Professor to Associate Professor
- Professorial faculty seeking promotion to Associate Professor should have produced a minimum of five significant pieces of scholarship. Examples of significant pieces of scholarship include (but are not limited to): peer-reviewed journal articles, invited or peer-reviewed book chapter(s), invited papers at significant conferences or contributions to refereed conference proceedings, or edited books. In addition, the results of work-related projects (such as software code or curricular materials) may be considered significant if they are widely adopted and their impact on practice can be demonstrated.
- Articles in peer-reviewed journals should account for at least three of these significant pieces of scholarship. Peer-reviewed includes, but is not limited to, pre- or post-publication peer-review or critique. This type of scholarship should be published in journals appropriate to the faculty member's professional work and expertise.
- Recognizing that positions may evolve over the course of the pre-tenure period, it is imperative that the faculty member works with the supervisor to clearly articulate the major changes in duties and how those may impact research directions. These shifts will be documented and explained in the Promotion and Tenure Dossier.
- These expectations are generalized and do not ensure success in the promotion and tenure process. Every faculty member is responsible for articulating the purpose, value, and impact of their scholarly output.
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Promotion from Associate Professor to Professor
- Tenured faculty seeking promotion to full Professor should produce a body of scholarship that demonstrates a consistent commitment to research. After 6 years, the candidate may consider submitting their dossier for review. This body of work should extend the faculty member's research program to reflect collaboration beyond the OSU Libraries, a recognized reputation for expertise, significant impact on scholarship and practice in the relevant fields, and a willingness to tackle challenging topics. All the pieces should form a cohesive picture of the faculty member as a librarian and a researcher.
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Context
- Tenure-track and tenured library faculty have a responsibility to engage in scholarship and creative activity. Scholarship and creative activity are understood to be intellectual and applied work that takes diverse forms; are documented; have their significance validated through peer evaluation or critique; and, are communicated to external audiences in appropriate outlets.
- Scholarship and creative activity derive from many activities, including but not limited to:
- research contributing to a body of knowledge;
- development of new technologies, materials, methods, or educational approaches;
- integration of knowledge or technology leading to new interpretations or applications;
- seeking competitive grants and contracts (particularly when the grants are highly competitive and peer-reviewed) can be a component of achievement in scholarship;
- information or data discovery, integration, application, or the teaching of information/data concepts;
- work on steering committees, funding agency panels, and editorships where the documented outcome shows a fundamental change in the field's direction.
- Scholarly Communication
- As a faculty, we support open access to our research and recognize and value the changing nature of scholarly communications in academia. Faculty members consider access issues when choosing where to publish. We prefer journals and other outlets that protect our rights to share our work broadly over those publishers and venues who limit them.
- Scholarship Expectations
- Faculty are expected to demonstrate continuous scholarly productivity and to communicate that scholarship to appropriate audiences. Doing so allows scholarly work to mature and for its impact to develop. Typically, faculty produce at least one significant piece of scholarly output annually, throughout their career.
- All the pieces of scholarly output should form a cohesive picture of the faculty member as a librarian and a researcher. New faculty will benefit from discussing research directions with their supervisor and/or mentor. Often these are refined or revised as the research develops and the position's duties evolve.
- Audience
- Library faculty communicate their work to build new knowledge and to have an impact on the collection, management, preservation, and use of information at OSU and beyond. The audiences and the relevant communication modes may vary for each piece of scholarship or creative activity. Scholarship relating to non-LIS disciplines is acceptable provided that the contributions to the discipline emphasize an aspect of the faculty's primary assignment or connect in some way to library and information science.
- Impact
- Impact of scholarly and creative work must include an articulation of the importance of the problem explored and is measured in a variety of ways including dissemination and use. Because impact indicators are difficult to interpret without context, it is important to provide descriptions of the nature and importance of the problem explored, and how the findings have impacted the conversation in the candidate's field. Evidence of the breadth of dissemination of the work can include both qualitative and quantitative metrics, e.g., descriptions of stories in the media, pageview statistics, h-index, or alternative metrics. Evidence of how peers and practitioners used the work can also demonstrate impact. Examples can include both qualitative and quantitative indicators of impact, e.g., citation counts, incorporation of the work into instruction or services, adoption of code, and requests for presentations and consultancies. Impact information can appear both in the CV and in the Candidate's Statement portions of the dossier.
- Collaboration & Authorship
- The profession is highly collaborative by nature and this is reflected in our approach to scholarly endeavors. We value collaboration because many of the issues we research require a variety of expertise to explore and provide meaningful solutions. Faculty document their contributions to collaborative scholarship so that their unique roles and contributions are highlighted and understood. Individual research projects and scholarship are also valued, but not more so than collaborative work. Faculty are also encouraged to document the contributions to scholarship for which they may not be listed as authors, such as contribution of datasets, computer code, or survey instruments to subsequent scholarly products.
- NOTE: Adopted October 2011, Updated Spring 2016
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Service Criteria for Professorial Faculty
- 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.
- Demonstrating leadership growth by holding progressively more responsible service positions (within their respective communities). Examples of progression include but are not limited to:
- 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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Procedures for Reviews
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Levels of Review
Academic faculty candidates for promotion and tenure or promotion in rank go through multiple levels of review, including "unit" review and "college" review. Promotion and tenure resides in the academic unit, which for OSULP faculty is the library. The OSULP Promotion and Tenure Committee review is the equivalent of the "unit" review in OSU colleges. Since OSULP is not part of a college, the necessary "college" level review is done by the OSULP Senior Review Panel and the Dean of Libraries. Additional review is provided by the supervisor along with review of teaching by unit peers, review of teaching/advising by students, and review of scholarship and service by external peers. Final decisions on promotion and tenure for professorial faculty are made by the OSU Provost and Executive Vice President, but the primary responsibility for evaluating the candidate's performance and recommending promotion and tenure rests with OSULP academic faculty and the Dean of Libraries. Final decisions on promotion in rank for instructors and faculty research assistants are made by the Dean of Libraries.
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Processes for Promotion & Tenure or Promotion in Rank Review
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Mid-term Review
Dossier preparation by the candidate typically takes several terms preceding submission near the end of Winter term of the third year of probationary appointment. If the candidate's probationary service has been either shortened for prior service or lengthened for extenuating circumstances, the review should be done during the year which best equates with the midpoint in the faculty member's probationary service. Candidates work with a mentor (if applicable) and their supervisor to prepare the dossier. The format of the dossier is the same used for the final promotion and tenure process. Teaching peer reviews take place prior to the submission of 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 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.
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- The supervisor, in consultation with other supervisors, reviews the final results of the mid-term review with the faculty member and discusses issues or concerns raised during the review. A copy of the review and the recommendations, signed by the faculty member, the supervisor and the University, is placed in the individual's personnel file.
REVISED: July 2024
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Promotion to Associate Professor and Indefinite Tenure Review
Dossier preparation by the candidate typically takes place during several terms preceding submission at the end of Summer term of the fifth year of probationary appointment, 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. As applicable, during the fifth year of probationary appointment, the candidate will collect student names and email addresses for student review of teaching/consultation/advising/mentoring letters.
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- Candidate's dossier submission deadline. The candidate submits the required dossier materials (see template on shared drive) in PDF format to their supervisor for inclusion in the final dossier. Candidate also submits PDF copies of, or links to, all publications (except monographs).
- The supervisor reviews the dossier for completion and then forwards the dossier to the Associate Dean, or Dean , as needed, Library Administration Executive Assistant, and P&T Committee Chair.
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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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In the case of a negative decision, the basis for the denial will be stated, along with information on the right to appeal. Faculty not approved for promotion and tenure by the Provost and Executive Vice President may appeal to the President within two weeks of receipt of the letter announcing the decision. Extenuating circumstances, procedural irregularities that were not considered by the Provost and Executive Vice President, and factual errors in the evaluations are grounds for appeal. When appealing, the candidate should write a letter to the President stating which of the above criteria for appeal applies, and stating the facts that support the appeal. No other supporting letters will be considered. The President has the right to request additional information.
After the University level review is finished, the complete dossier is retained temporarily in the Office of Faculty Affairs. The dossier is subsequently returned to the Dean of Libraries, typically at the start of the next academic year. After confidential letters have been removed, the dossier is retained as part of the faculty member's personnel file.
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Promotion to Full Professor
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Dossier preparation by the candidate typically takes place during Spring and Summer preceding submission, though teaching reviews will generally take place earlier. Candidates work with 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 dossier submission, the candidate will collect student names and email addresses for student review of teaching/consultation/advising/mentoring letters.
By March 1
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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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In the case of a negative decision, the basis for the denial will be stated, along with information on the right to appeal. Faculty not approved for promotion or tenure by the Provost and Executive Vice President may appeal to the President within two weeks of receipt of the letter announcing the decision. Extenuating circumstances, procedural irregularities that were not considered by the Provost and Executive Vice President, and factual errors in the evaluations are grounds for appeal. When appealing, the candidate should write a letter to the President stating which of the above criteria for appeal applies, and stating the facts that support the appeal. No other supporting letters will be considered. The President has the right to request additional information.
After the University level review is finished, the complete dossier is retained temporarily in the Office of Faculty Affairs. The dossier is subsequently returned to the Dean of Libraries, typically at the start of the next academic year. After confidential letters have been removed, the dossier is retained as part of the faculty member's personnel file.
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Post-tenure Review
A post-tenure review (PTR) is to be performed if (i) requested by a faculty member (ii) requested by the unit head or supervisor after one negative review or (iii) a faculty member receives two consecutive negative periodic reviews of faculty (PROF). A negative PROF is defined as receiving unsatisfactory assessment of one or more areas identified in the position description (e.g., teaching, scholarship, service, outreach). A negative PROF must always be followed by either a PTR in the same or following year, or a PROF in the following year to determine if sufficient progress has been made to overcome the deficiencies identified in the first PROF.
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The candidate may add a written statement regarding the review.
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Promotion to Senior Instructor I/II Review
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.
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- Dean of Libraries makes the promotion in rank decision and communicates it to the Executive Assistant to the Sr. Vice Provost for Faculty Affairs. Final decisions for promotions for Instructors will end with the Dean of Libraries.
- The candidate receives written notification of the promotion in rank decision.
- The Dean of Libraries may announce successful promotions to all library staff.
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Promotion to Senior Faculty Research Assistant I/II Review
Dossier preparation typically takes place during Summer and Fall terms preceding submission (though teaching reviews, if applicable, will generally take place earlier). The candidate works 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.
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- Dean of Libraries makes the promotion in rank decision and communicates it to the Executive Assistant to the Sr. Vice Provost for Faculty Affairs. Final decisions for promotions for Faculty Research Assistants will end with the Dean of Libraries.
- The candidate receives written notification of the promotion in rank decision.
- The Dean of Libraries may announce successful promotions to all library staff.
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Process for Peer Review of Teaching
As outlined in this document, Peer Review of Teaching refers specifically to the evaluation of teaching for the tenure and/or promotion process.
The OSU Faculty Handbook states, "When teaching is part of the faculty assignment, effectiveness in teaching is an essential criterion for appointment or advancement. Faculty with responsibilities in instruction can be promoted and tenured only when there is clear documentation of effective performance in the teaching role."
Library faculty are also encouraged to use a variety of evaluation methods, including peer review, to improve their teaching. While candidates may include information from peer reviewers to discuss their professional development as teachers in the vita or candidate statement, the focus of the Peer Review of Teaching Letter will be the documentation of effective performance in the teaching role.
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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
Scheduling
- The coordinator will meet with candidates within one year after their start date to explain the process and to begin planning to determine the best terms/classes to be observed, and to answer questions. To ensure enough reviews have been undertaken or will be undertaken, the coordinator will meet with:
- Mid-tenure review candidates and instruction review candidates (and faculty research assistant candidates, if they have teaching duties), no later than November of the year prior to dossier submission
- Tenure and promotion review candidates in August of the year prior to dossier submission (ex: meet August 2020 if submitting dossier August 2021).
- The candidate and the coordinator should discuss the types of teaching that should be included in the review. Both format and audience should be considered in this discussion, and the decision should be shaped by teaching responsibilities as they are specifically articulated in the position description. If desired, the candidate's supervisor may be included in this discussion.
- Formats can include, but are not limited to: face-to-face sessions, credit courses, webinars, workshops, tutorials, and handouts
- Audiences can include, but are not limited to: students, faculty, community members, and library employees.
- Once the candidates know their teaching schedules for upcoming instruction sessions, they will notify the Coordinator of classes they would like to have observed.
- If the candidate would like any non-library faculty to observe them, the candidate will provide names to the coordinator. If the candidate and coordinator agree that non-face-to-face teaching should be reviewed, they should identify specific teaching materials (tutorials, webpages, documentation, handbooks, etc.) to be reviewed.
- Each candidate should receive three different reviews, by three different reviewers before they submit their dossier for Mid-tenure review, for Tenure and/or Promotion review, for Promotion in Rank review, and for Post-tenure review.
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- March 14, 2008,
- Rev. July 20, 2009,
- Rev. June 13, 2011,
- Rev. September 18, 2014
- Rev. July 2019
- Rev. June 2020
- Rev. December 2023
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Process for Student Review of Teaching
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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Approved
- Revised May 7, 2010
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Process for External Evaluation of Scholarship/Service
Candidates for promotion and tenure, candidates for promotion in rank, as well as some who will go through the post-tenure review process, will be evaluated by external reviewers (6 minimum, 8 maximum for professorial faculty; 4 for Faculty Research Assistants and Instructors). Candidates must submit a list of at least 5 evaluators (4 for FRAs and Instructors) who meet the criteria stated below and from this list at least three letters (two letters for FRAs and Instructors) will be obtained for the final dossier. If additional names are needed, these will be obtained from the candidate by the unit head. The other evaluators are to be selected by the Associate Dean or Dean, as needed.
Letters should generally be from leaders in the candidate's field, chosen for their ability to evaluate the candidate's scholarly work. Letters should not be solicited from co-authors or co-principal investigators who collaborated with the candidate in the last five years. In general, letters should not be solicited from former post-doctoral advisers, professors, or former students. If such letters are necessary, include an explanation and state why the evaluator can be objective. Letters should generally be from tenured professors or individuals of equivalent stature outside of academe who are widely recognized in the field. External letters for professorial faculty should never be solicited from clients or others whom the candidate has directly served in his/her work. For FRA's and Instructors, the letters can be from internal evaluators who have worked with the candidate but can objectively evaluate the candidate's dossier. Careful consideration should be given to minimizing conflict of interest when choosing all evaluators.
This web page provides additional tips: https://academiclibrarianstatus.wordpress.com/.
By May 31
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To facilitate contact with the external reviewers, candidates should provide the following info for each external reviewer: Name, Title, Rank, Mailing Address, Phone, Email.
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Processes for Reviewing a Candidate for Hiring with Credit Toward Tenure or Hiring with Tenure
Process for Reviewing a Candidate for Hiring with Credit Toward Tenure
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Process approved 2023-03-07 and updated 2024-5-20
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Formation of Review Committees
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Senior Review Panel (for "college" review)
- Overview
- The Senior Review Panel (SRP) is the OSULP's equivalent of the college-level promotion and tenure committee. The SRP reviews every candidate for tenure and/or promotion, except those candidates being reviewed by a special committee.
- The SRP reviews the work of the Promotion and Tenure Committee (P&T Committee) for consistency throughout all reviews in a given year. They conduct an independent evaluation of each candidate, determining whether the letters of evaluation accurately assess the candidate's performance as documented in the dossier. They add their letter of evaluation and recommendation to the dossier, and submit it to the Dean of Libraries.
- The members of the SRP are reintegrated into the P&T Committee as part of the review process for mid-term reviews and are eligible to serve on post-tenure review committees. In addition, SRP members are eligible to serve in coordinating roles such as Peer Review of Teaching Coordinator, as those reviews are being performed for the next year's candidate(s).
- Composition and Selection
- The SRP consists of the immediate past chair of the P&T Committee (who is at the rank of associate professor or above) and two additional library academic faculty at the rank of associate professor or above.
- The two incoming SRP members shall be elected from the library academic faculty members at the rank of associate professor and above and may include department heads. Ideally the incoming members of the SRP should have served at least one year on the P&T Committee.
- The two incoming SRP members are elected by a vote of all library academic faculty from a ballot listing those eligible for service. This election shall be administered by the current P&T Committee Chair beginning on June 1 (and concluding in 1 week). In the event of no plurality, successive run-off elections shall be conducted until the SRP members are selected.
- Panel Service
- The term of service for the SRP members is one year beginning July 1.
- In normal circumstances, the SRP members shall not serve in consecutive years. All library faculty members at the rank of associate professor and above are eligible for election to the Panel with the following exceptions:
- Dean of Libraries
- Associate Deans
- Faculty under review in the upcoming year
- Faculty with conflicts of interest for any candidate under review in the upcoming year
- Current Chair of the P&T Committee (becomes immediate past chair and a designated member of the SRP)
- If any SRP member becomes unable to complete their service, they will be replaced in a special election conducted by the current P&T Committee.
- Chair
- The immediate past Chair of the P&T Committee serves as the SRP Chair.
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Promotion & Tenure Committee (for "unit" review)
- Overview
- The Libraries' Promotion and Tenure Committee (P&T Committee) is a peer review group that conducts a critical, objective, and fair evaluation of each candidate being considered for mid-term review, promotion associate professor and tenure review (promotion and tenure review), and promotion in rank review. The supervisor and the P&T Committee work with the candidate in accordance with the OSU/OSULP Promotion and Tenure Guidelines to ensure that the strongest dossier possible is presented for review. Additionally, the P&T Committee serves in an advisory capacity to the Dean of Libraries.
- For the promotion and tenure review and promotion in rank reviews, the P&T Committee forwards its work to the SRP along with its review and recommendation to the Dean of Libraries.
- For the mid-term review, the P&T Committee serves in an advisory capacity to the Dean of Libraries and forwards its review to the Dean of Libraries and to the candidate's supervisor.
- Composition and Service
- The P&T Committee shall consist of all library academic faculty (assistant/associate/full professors; instructors; faculty research assistants) with the following exceptions:
- Dean of Libraries
- Associate Deans
- Faculty undergoing review
- Faculty members elected to serve on the Senior Review Panel, including the immediate Past Chair of the P&T Committee
- Approval must be sought from the Dean of Libraries if academic faculty members are unable to serve for other reasons.
- Academic faculty members who have an ethical conflict of interest ( https://facultyaffairs.oregonstate.edu/faculty-handbook/promotion-and-tenure-guidelines#procedural Section: Declaration and Management of Conflicts of Interest) in any particular dossier review are expected to recuse themselves in writing to their supervisor and the current P&T chair, detailing the conflict. They will continue to serve on the P&T Committee for reviewing other dossiers that year.
- Changes to the Committee composition need to be approved by vote by the Library Faculty Association.
- Special Committee Members
- There are certain circumstances where peers may be recruited from outside the library to join the P&T Committee
- A candidate is being reviewed for promotion and there is an insufficient number of eligible academic library faculty at the appropriate rank to vote as part of the review (at least three voting faculty needed)
- Conflicts of interest ( https://facultyaffairs.oregonstate.edu/faculty-handbook/promotion-and-tenure-guidelines#procedural Section: Declaration and Management of Conflicts of Interest) lead to an insufficient number of eligible academic library faculty to vote as part of the review (at three voting faculty needed).
- E.g., An Associate Dean is being reviewed and there is an insufficient number of eligible academic faculty to vote as part of the review.
- E.g., A Department Head is being reviewed and there is an insufficient number of eligible academic library faculty to vote as part of the review.
- If there are no academic library faculty eligible to serve on the review committee, the Dean of Libraries must be consulted for input regarding the composition of a special review committee (see Special Review Committee guidelines below).
- There are certain circumstances where peers may be recruited from outside the library to join the P&T Committee
- The P&T Committee shall consist of all library academic faculty (assistant/associate/full professors; instructors; faculty research assistants) with the following exceptions:
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- Chair
- By June 10, after the SRP members have been elected by the library academic faculty, the current P&T Committee Chair will initiate the election for the new P&T Committee Chair using a ballot listing those eligible for service as Chair. Those eligible for Chair shall have both tenure and at least Associate Professor rank, as they will be chairing the SRP the following year.
- The ballot for Chair should exclude those faculty with conflicts of interest for any faculty being reviewed that year. In the event of no plurality, successive run-off elections shall be conducted until a Chair is elected.
- The Chair shall normally serve a one-year term beginning July 1.
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Full Professor Special Review Committee
- Overview
Until such time as there are sufficient faculty at OSU Libraries to wholly form a committee to review OSULP faculty seeking promotion to Professor, the P&T Committee Chair and the Senior Review Panel Chair, in consultation with the Dean of Libraries, will form a Special Review Committee of OSULP and OSU faculty with Professor rank.
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The Special Review Committee members shall serve on the committee only for the duration of the review.
NOTE: Revised March 2019
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Post-Tenure Review Committee
- Overview
- The Libraries' Post-Tenure Review Committee (PTR Committee) is a peer review group that conducts a critical, objective, and fair evaluation of each faculty member undergoing PTR. The PTR Committee forwards its review and recommendations to the Dean of Libraries and to the candidate's supervisor.
- Composition and Selection
- The PTR Committee shall be composed of library academic faculty who are at or above the rank of the faculty member being reviewed, who do not have conflicts of interest pertaining to the faculty member undergoing PTR
- The current P&T Chair shall initiate the election of the PTR Committee using a ballot listing those library academic faculty eligible for service. All members of the current P&T Committee and Senior Review Panel are eligible to vote.
- The PTR Committee shall also include a representative from outside the library.
- The external committee member shall be selected by the PTR Committee from a list of those faculty members at or above the rank of the faculty being reviewed. The list (at least three such faculty members) shall be provided by the faculty member undergoing PTR.
- Service
- Service on the PTR Committee shall be for the duration of the specific PTR only.
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Appendix 1: COVID-Related Exceptions
(NOTE: Approved December 2020)
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Candidates are encouraged to explain how Covid-19 affected the different areas of their position, and how they addressed these challenges, throughout the document. For example, in providing context to the teaching and research areas of the Vita section. See this document for suggested best practices from UMass on documenting COVID in dossiers.
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Appendix
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2
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: Structured Assessment of Teaching for Mid-term Review
In line with the OSU Policy for Mid-Term Reviews for Tenure-Track Faculty , OSULP faculty with instruction in their position descriptions include in their dossier structured, assessment-based evaluations from the teaching and learning experiences in which they engage. Evaluations are to be distributed over the time period under review.
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- 50 to 75% teaching & outreach appointment - 4-6 learning experiences
- 25 to 49% teaching & outreach appointment - 2-3 learning experiences
- 10 to 24% teaching & outreach appointment - 1 learning experience 1
1 This proposal is modified from the OSU Extension process: https://employee.extension.oregonstate.edu/resources/evaluation-assessment/electronic-community-evaluation-teaching-ecet
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