Division of Engineering, Science, and Technology
The Altoona College of The Pennsylvania State University
AC21 is The Pennsylvania State University’s policy governing the promotion of non-tenure-line faculty members. AC21 is informed by AC23, Promotion and Tenure Procedures and Regulations of The Pennsylvania State University. Policies and guidelines for the Altoona College, The Pennsylvania State University provide a process for promotion to recognize the cumulative accomplishments and contributions of full-time non-tenure-line faculty members including guidelines for promotion of non-tenure-line faculty to the second rank and guidelines for promotion of non-tenure-line faculty to the third rank. The guidelines established as a ranking system for non-tenure-line faculty members of the Altoona College are as follows:
| Promotion Level | Non-terminal Degree Rank Title | Terminal Degree Rank Title |
|---|---|---|
| Promotion 2 | Associate Teaching Professor | Teaching Professor |
| Promotion 1 | Assistant Teaching Professor | Associate Teaching Professor |
| Entry-level | Instructor | Assistant Teaching Professor |
The purpose of the present document is to delineate the expectations and standards for the promotion of non-tenure-line faculty members in the Division of Engineering, Science and Technology at the Altoona College of the Pennsylvania State University. It should be read in the context of the broader procedures and standards of the Altoona College and the University. Knowledge concerning the expectations and standards contained herein should be generally available, especially to newly appointed non-tenure-line faculty members, those faculty seeking promotion and all Promotion committee members.
The Altoona College of The Pennsylvania State University combines the teaching and service expectations of a small college with the research and scholarship activities of a university. The promotion policies of the Division should contribute to academic excellence and be consistent with the missions of the College and the Division to provide a high-quality education for its students; fostering professional growth and scholarship, and/or mastery of subject matter; and enhancing the intellectual, cultural, and economic lives of the community.
Levels of Review
This policy applies specifically for promotion purposes to those Division non-tenure-line faculty members seeking promotion in the Altoona College. Those faculty members will undergo two levels of review: 1) first-level promotion review within the Division based on Divisional procedures and policies, 2) second-level review in the Altoona College. Thus, it is at the Division level that specific policies outlined herein are applied. The Altoona College level of review will bring broader faculty and administrative review to bear and will also monitor general standards of quality and equity of each of the divisions.
Nevertheless, this policy is important to all faculty in the Division because it will be the basis for evaluating all new non-tenure-line faculty who earn promotion in the Division of Engineering, Science, and Technology at the Altoona College and because it will be an important component of the Division Head’s yearly evaluation of faculty.
Criteria for Promotion to the Second Rank and Third Rank
Non-tenure-line faculty members of the Altoona College become eligible for promotion when they fulfill the norms specified in the Guidelines for the Promotion of Non-tenure-line Faculty to the Second Rank and Guidelines for the Promotion of Non-tenure-line Faculty to the Third Rank. The criteria for this evaluation embrace three distinct but interrelated areas: scholarship of teaching, scholarship of innovation, professional growth, subject matter mastery, scholarship/creative achievement, and scholarship of service to the University, society, and the profession. The Division of Engineering, Science, and Technology of the Altoona College values continuing activities in each of these areas.
Elaboration of the Three Basic Criteria for Promotion
The Scholarship of Teaching and Learning
The Division of Engineering, Science, and Technology of the Altoona College highly values the teaching role (which includes advising students) of its faculty. Therefore, faculty members seeking promotion to second rank or third rank must possess an ongoing commitment to teaching and, in particular, must demonstrate success in communicating their specialized knowledge to students. Since teaching in the Division of Engineering, Science, and Technology often extends beyond the classroom (e.g., into the research laboratory), the evaluation of teaching ability and effectiveness is multi-faceted and may include the supervision of undergraduate research projects. Effectiveness in all areas of teaching will be measured on the basis of input from students and faculty colleagues in the form of course evaluations, peer evaluations, student interviews, letters from former students, evaluation of course syllabi, handouts, quizzes, exams, and other course materials, as well as materials related to the candidate’s supervision of student research, and any other means that will attest to the candidate’s teaching effectiveness.
The distinction in teaching necessary to attain the third rank may also be supported through documentation indicating exceptional performance in the supervision of internships, supervision of clinical experience, supervision of undergraduate research and creative activity, contributions to the development of curriculum as well as development and implementation of new courses, study abroad and study away courses, and making significant pedagogical improvements through unique collaborations, interdisciplinary course projects, multi-semester or linked courses, and/or program assessment activities. Distinction may also be characterized by contributions to the pedagogical improvements of other faculty members (especially junior faculty), providing mentoring or training new faculty advisers, creating programming aimed at tracking, evaluating or improving academic advising at Penn State Altoona, efforts aimed at student retention, or developing other unique programs associated with student engagement.
The Scholarship of Innovation, professional growth, subject matter mastery, scholarship/creative achievement
The vitality and reputation of the Division faculty, both collectively and individually, depends upon ongoing evidence of learning and remaining current in the faculty member’s discipline. For promotion to the second rank evidence of performance in this area may include, but is not limited to, continuing education, creative accomplishments, professional publications, participation in professional meetings and symposia, obtaining grants, outreach activities utilizing the candidate’s expertise, and the development of new courses and academic programs.
For promotion to the third rank evidence of high-quality performance in this area may include, but is not limited to , significant continuing education, new or unique creative accomplishments, professional publications in one’s discipline, participation in professional meetings and symposia, garnering individual research and/or institutional grant proposals, developing new courses, or participating collaboratively in the research or grant writing process with students, campus faculty members, or faculty members from another institution within or outside of Penn State. Also supporting high-quality performance are relevant outreach activities that utilize the candidate’s professional expertise, and evidence of leadership roles in community, regional, state, or national organization.
Service and the Scholarship of Service to the University, Society, and the Profession
The Division views a record of service as evidence of the candidate’s commitment to furthering the missions of the College and the University. For promotion to the second rank this service may include committee work, participation in governance bodies, administrative support work, service to student groups, and professionally related service to the public.
For promotion to the third rank evidence of high-quality performance in this area shall reflect division-wide, College-wide, and/or University-wide reputation for meaningful activity aimed at improving the overall academic or professional experience of students, faculty colleagues, and/or staff. These activities may include, but are not limited to, leadership or significant active participation in service on division, college, and/or university committees, professional service to the local community, organizing workshops or programs for the College and local community, administrative support work, and service to student groups. Elected positions of major responsibility are viewed as evidence that a candidate’s service has earned the esteem of that candidate’s colleagues.
Promotion to Second Rank
Promotion decisions are based on recognized performance and achievement in each of the evaluated areas. A candidate for promotion to the Second Rank – Assistant Teaching Professor (faculty without terminal degree) or to Associate Teaching Professor (faculty with terminal degree) must meet the criteria described below in the areas of scholarship of teaching and learning, scholarship of innovation, professional growth, subject matter mastery, scholarship/creative achievement, and service and the scholarship of service to the university, society, and the profession.
Based on a 4-point scale (4 = excellent; 3 = very good; 2 = satisfactory; and 1 = unsatisfactory), the faculty member is expected to demonstrate level-4 performance in teaching and at least level-2 performance in the remaining two categories; or, he or she must demonstrate level-3 performance in teaching and in one additional category, and demonstrate no less than level-2 performance in the remaining category
Promotion to Third Rank
A candidate for promotion to the third rank is expected to demonstrate continued effectiveness as a teacher while in the second rank; and must show evidence of professional growth, scholarship, and/or mastery of subject matter at a level of distinction beyond the level presented at the time of promotion to the second rank. More specifically, the candidate must meet the criteria described below in the areas of teaching, efforts to remain current in the discipline(s) being taught, and service. Based on a 4-point scale (4 = excellent; 3 = very good; 2 = satisfactory; and 1 = unsatisfactory), the faculty member is expected to demonstrate level-4 performance in teaching and at least level-3 performance in both of the remaining categories.