Reviews of ranked faculty for promotion to or within rank evaluate performance in the following areas:
1. teaching effectiveness (45 percent)
2. professional achievement (33 percent)
3. service to the college and the external community (22 percent)
In all of these categories, the period under review for promotion within rank is the last three years. Percentages refer to the weight attached to each category in the overall evaluation.
Student evaluations are the main instrument by which teaching performance is measured. Problems are only noted if a pattern of recurrence is clear. Student evaluations may also provide evidence of the resolution of such problems. In their own statements, candidates are encouraged to assess their teaching performance and address any challenges that might be inferred from their student evaluations.
APT recognizes that the nature of professional activity varies considerably from one discipline to another. A designer may have a client-based practice. An artist’s practice may be visible in exhibitions or reviews. A scholar may publish or present an academic paper.
As an arts institution, CCA encourages diverse practices within one’s discipline as well: a designer may write a review; an artist may be commissioned; a scholar may participate in a workshop or write for the popular press, etc.
The value that unites these activities is that of ongoing involvement in one’s field. This involvement may take a range of forms, including keeping up with current thought or practice by attending lectures, conferences, exhibitions, classes, etc.
The Faculty Record Report is the most important documentary component of review in this category. It allows APT to recognize activity in diverse forms and contexts. Unlike CVs, which vary considerably in scope and format, the FRR provides APT with a broad and consistent set of categories through which to acknowledge achievements fairly.
Service to CCA
Service to the college can take many forms. In all cases, service is not compensated by faculty lines or a stipend (e.g. paid advising or program chair duties are not considered service).
While service within a candidate’s program is recognized in the Chair’s letter of recommendation, service to the college—meaning service rendered beyond one’s home program—must be documented by the candidate in order to be considered by APT. Again, the Faculty Record Report is APT’s main source of information for this category.
Examples of college-wide service:
- Service on a standing committee: the Executive Committee, the Curriculum Committee, or the Appointments, Promotion, and Tenure Committee.
- Service on a college-wide committee, such as the Diversity Task Force, the Technology committee, the Library committee, or a CCA gallery-related committee.
- Service on a search committee, whether the position to be filled is within or outside one’s program.
- Organization or coordination of inter-departmental initiatives or events, such as lecture series, exhibitions, or sponsored studios.
- Participation in college-wide reviews, such as the Junior Review, the First Year Review, Portfolio Day, etc.
- Participation in Enrollment Services events i.e. Preview Day, Portfolio Day, Admitted Students Day.
Forms of college-wide service are weighted according to the time demands and responsibility that they carry.
Service to the external community
Service to the external community is specifically referencing service to the larger professional community. In all cases, service is not compensated monetarily.
Examples of service to the external community include serving on a board or advisory board of a national or regional professional organization (AIGA, Crafts Council, etc.), visiting lectures or workshops at other academic or professional institutions, and serving on tenure review panels or graduate review committees for other academic institutions.
Additionally, service to the external community may include the donation of professional abilities or goods to a community organization or event.
Service to an external community is weighted according to its relevance to one’s professional expertise or teaching area.
Reviews of unranked faculty for change of status evaluate performance in the following areas:
1. teaching effectiveness
2. professional achievement/engagement
3. service to the program
(service to the college and external community will be acknowledged, but are not required)
Student evaluations are the main instrument by which teaching performance is measured. Problems are only noted if a pattern of recurrence is clear. Student evaluations may also provide evidence of the resolution of such problems.
In their own statements, candidates are encouraged to assess their teaching performance and address any challenges that might be inferred from their student evaluations.
For unranked faculty, evidence of professional achievement and engagement is critical for successful change of status. APT recognizes that the nature of professional activity varies considerably from one discipline to another.
At this level, engagement is broadly defined as ongoing involvement in one’s field. This involvement may take a range of forms, including keeping up with current thought or practice by attending lectures, conferences, exhibitions, classes, etc.
In preparing their files for review, adjunct faculty should provide concrete evidence of practical and/or critical engagement within their discipline or field; titles, dates, locations, etc., and a clear indication of their role in any project/organization/event listed.
Service to the program
Examples of service to the program include participating in reviews and critiques, leading a special project such as a public lecture or event, or contributing to curriculum review.
Service is not compensated by faculty lines or stipend, however activities that are compensated should be acknowledged in your statement as professional engagement.
For more information, see the Faculty Handbook.
Download the latest copy of CCA's Faculty Handbook.
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