Teaching Track Faculty
School of Science, Technology, Engineering, and Mathematics Promotion and Merit Criteria for Teaching-Track Faculty
1. PURPOSE & CONTEXT
This document expands upon the guidelines for promotion set forth in the School of STEM Public Statement on Promotion & Tenure (P&T), as well as the qualifications for teaching-track faculty specified in Section 24-34B of the Faculty Code. This document should also be used in the merit and progress to promotion section of the annual review.
2. AREAS OF EVALUATION
The School of STEM considers candidates for promotion in three areas as described below: teaching, scholarship and service. These areas are defined in the tables below. The items listed under each category are viewed to be the types of activities expected at each rank. The activities are cumulative (e.g., Associate Teaching Professors are expected to continue to do the foundational activities listed under the Assistant Teaching Professor category). The criteria listed in each category are not to be seen as a checklist of required activities, but rather as examples of the kinds of accomplishments for which faculty may submit evidence.
3. STANDARD OF EVALUATION
Candidates for promotion to Associate Teaching Professor must demonstrate a trajectory of substantial success in all three categories at the Assistant Teaching Professor level, some success at the Associate Teaching Professor level in all three categories, and the promise of continued success at the Associate Teaching Professor level in all three categories. Candidates for promotion to Teaching Professor must demonstrate a record of outstanding, mature scholarship in their teaching, which is characterized by sustained exemplary success in all three categories at the Associate Teaching Professor level and success at the Teaching Professor level.
4. EVALUATING SCHOLARSHIP
In 2019, the University of Washington system created a teaching professor track. Prior to that time, instructional faculty members carried the titles of lecturer, senior lecturer or principal lecturer. With the change of title came an expectation of scholarship, which is broadly defined in Section 24-34B, paragraph 4, of the Faculty Code. Prior to 2019, instructional faculty members were not required to engage in scholarship. Instead, scholarship was optional and only one way in which faculty could demonstrate their readiness for promotion. This new expectation of scholarship was not reflected in the promotion criteria for teaching-track faculty in the School of STEM until 2023. Many candidates for promotion will not have substantial and consistent records of scholarship until after 2023. Reviewers should take these circumstances into account when reviewing candidates for promotion. Lastly, the normal workload for teaching-track faculty in the School of STEM is eight courses per year with a one course equivalent worth of service. Time for scholarship is not factored separately into the workload. As such, it is normal and expected for a faculty member’s scholarship to occur completely within the context of a faculty member’s teaching and service work. Publication is not a requirement for promotion to any teaching-track rank (Section 24-34B, paragraph 4).
5. TIMING
There is no fixed timeline for promotion within the teaching-track. Section 24-54A of the Faculty Code specifies that “promotion shall be based upon the attainment of these qualifications and not upon length of service.” While there is no minimum time in rank before a candidate may apply for promotion, candidates for promotion must have spent enough time in their current rank to document attainment of the standards listed above. Moreover, spending a lengthy period of time in rank does not by itself make a candidate qualified for promotion.
6. INCLUSIVE SCHOLARSHIP
The School of STEM is committed to diverse forms of learning and scholarship that contribute to disciplinary or interdisciplinary knowledge, are conducted in collaboration with community and organizational partners, or offer insights or into new fields of inquiry. Faculty are encouraged to explicitly address where their teaching, scholarship, and service contribute to interdisciplinarity and other integrative approaches to knowledge. We value faculty scholarly work that uses community-engaged approaches and methods, including activities that engage with the public, students, professional organizations and other activities. Some examples of activities that may be included are listed below:
- Participate in multi-disciplinary collaborative projects related to teaching and learning and DEIJ activities;
- Present to community and professional groups at the local level emphasizing cross-disciplinary collaboration;
- Engage in scholarly inquiry related to cross-disciplinary integration;
- Incorporate community engaged teaching and scholarship (e.g., Traditional Ecological Knowledge, Indigenous science, citizen science).
7. DIVERSITY, EQUITY, INCLUSION AND JUSTICE WORK
The School of STEM recommends faculty address contributions to diversity, equity, inclusion, and justice in each of the three areas of evaluation. Any contributions that address diversity and equal opportunity shall be included and considered among the professional and scholarly qualifications for appointment and promotion. Included among these contributions are professional service activities that address the professional advancement of individuals from underrepresented groups in the faculty member’s field and other contributions to diversity, equity, and inclusion. A wide variety of materials may be included for establishing the breadth of the candidate’s scholarly activities in these areas. Below, we detail some examples of work for each of the areas that a candidate might wish to include. These examples are not requirements and do not explain all of the ways in which a candidate might document their work in diversity, equity, inclusion and justice
Teaching
- Developing techniques and/or programs to support a diverse and inclusive classroom environment;
- Following current, evidence-based best practices for creating an inclusive classroom environment and/or curriculum.
Scholarship
- Increasing the participation and mentoring of students from underrepresented groups in research and graduate training;
- Recruiting, training, and retaining students from underrepresented groups in the field of study
- Synthesizing current research and best practices for teaching and learning for students from underrepresented groups.
Service
- Serving on division, school, or campus DEI committees and documenting outcomes;
- Engaging in diversity community activities;
- Participating in the recruitment, retention, and mentoring of underrepresented students, faculty, and/or staff;
- Leading diverse student groups and/or professional clubs/chapters.
Teaching
NOTE: The criteria listed in each category are not to be seen as a checklist of required activities, but rather as examples of the kinds of accomplishments for which faculty may submit evidence as per the Standard of Evaluation above.
| Assistant Teaching Professor | Associate Teaching Professor | Teaching Professor |
|---|---|---|
| Demonstrates competence in facilitating student learning through teaching activities. Demonstrates teaching effectiveness through self and peer assessment and student assessment. Creates a classroom environment that is sensitive to diversity of gender, age, ethnicity, sexual orientation, and lifestyle and is respectful of diverse philosophical positions on issues related to practice. Organizes and conducts courses appropriate to the level of instruction, site, and nature of content and contributes to curriculum and course development. Encourages undergraduate independent study or undergraduate research. Provides recommendations for students in securing internships or jobs and reaching post-college career goals. Serves as committee member on graduate student projects. Creatively and effectively uses technological developments and innovative pedagogical strategies in teaching. Integrates professional experience and expertise into the academic setting. | Demonstrates substantial success in facilitating student learning through teaching activities. Demonstrates sustained teaching effectiveness through self and peer assessment and student assessment. Recognizes and promotes the development, retention, and academic achievement of a diverse student body. Provides leadership at the division level in curriculum, course development, and evaluation. Supervises students in independent study, fieldwork, and research projects. Mentors students in securing internships or jobs and reaching post-college career goals. Takes a leadership role on graduate student projects. Provides leadership in creatively and effectively using technological developments and innovative pedagogical strategies in teaching. Facilitates others to teach more effectively by providing active assistance to colleagues within the division. Provides teaching services beyond the division. | Demonstrates a record of excellence in facilitating student learning through teaching activities. Maintains a record of outstanding teaching. Provides leadership within or beyond the division for promoting the development, retention, and academic achievement of a diverse student body. Plans or facilitates programs that contribute to the campus-level teaching community or participates in campus-wide faculty councils related to teaching. Builds a record of mentoring students in fieldwork, independent study or undergraduate research. Builds a record of mentoring students in securing internships or jobs and reaching post-college career goals. Builds a record of leadership on graduate student projects. Builds a record of leadership in creative and effective use of technological developments and innovative pedagogical strategies in teaching. Facilitates others to teach more effectively by providing continued mentoring to colleagues within or beyond the division. Provides expert teaching consultation beyond the division or university. |
Scholarship
NOTE: The criteria listed in each category are not to be seen as a checklist of required activities, but rather as examples of the kinds of accomplishments for which faculty may submit evidence as per the Standard of Evaluation above.
| Assistant Teaching Professor | Associate Teaching Professor | Teaching Professor |
|---|---|---|
| Demonstrates competence in scholarship that informs and/or is informed by their teaching. Applies knowledge of current research in pedagogy to teaching. Applies knowledge of current research in a specialty area to teaching. Applies knowledge of best practices for teaching and mentoring of students from groups that are historically underrepresented in STEM. Uses theory and evidence from multiple disciplines in teaching and DEIJ activities. | Demonstrates substantial success in scholarship that informs and/or is informed by their teaching. Contributes to the development or refinement of effective teaching strategies. Disseminates scholarly work at campus based or local forums, seminars, publications, workshops, or other venues. Presents to community and professional groups at the local level emphasizing cross-disciplinary collaboration. Participates in professional organizations focused on scholarly inquiry. Engages in scholarly inquiry related to teaching, a focused area of research or cross-disciplinary integration. Engages in scholarly inquiry in best practices for teaching and mentoring students from groups that are historically underrepresented in STEM. Creates new course materials, curricula or courses. Introduction of new knowledge or methods into course content. Applies for grants related to discipline-specific or teaching-related scholarship. Documents teaching effectiveness using student performance. | Demonstrates a record of excellence in scholarship that informs and/or is informed by their teaching. Demonstrates continued active engagement in and development or refinement of effective teaching strategies. Disseminates scholarly work at regional or national forums, seminars, publications, workshops, or other venues. Presents to community and professional groups at regional and national level emphasizing cross-disciplinary collaboration. Contributes intellectually to professional organizations focused on scholarly inquiry. Demonstrates sustained success in scholarly inquiry related to teaching or a focused area of research. Advances scholarly inquiry in best practices for teaching and mentoring students from groups that are historically underrepresented in STEM. Contributes to publications demonstrating cross-disciplinary integration. Assesses and improves course materials, curricula and courses over time. Is awarded grants related to discipline-specific or teaching-related scholarship. Documents sustained teaching effectiveness using student performance. |
Service
NOTE: The criteria listed in each category are not to be seen as a checklist of required activities, but rather as examples of the kinds of accomplishments for which faculty may submit evidence as per the Standard of Evaluation above.
| Assistant Teaching Professor | Associate Teaching Professor | Teaching Professor |
|---|---|---|
| Demonstrates competence in applying knowledge to service and practice. Participates in division committees related to teaching activities. Participates in shared governance through committee membership at the division or school level. Participates in local, regional or national professional and/or community activities. Contributes to the positive climate in the division and campus. Enhances and maintains positive relationships with community partners relevant to teaching and discovery. Participates in diversity, equity and inclusion initiatives at the division and school level. | Demonstrates substantial success in applying knowledge to service and practice. Demonstrates leadership at the division level in curricular and/or administrative activities. Participates in shared governance through committee membership at the campus/university-level. Presents at local, regional or national professional and/or community activities. Demonstrates leadership in contributing to the positive climate in the division and campus. Creates and develops positive relationships with community partners relevant to teaching and discovery. Coordinates evaluation of curricular and student outcomes. Demonstrates leadership in mentoring the professional development of colleagues, teaching assistants, and graduate students. Leads diversity, equity and inclusion initiatives at the division or school level or participates at the campus level. Participates in multi-disciplinary collaborative projects related to teaching and learning and DEIJ activities. | Demonstrates a record of excellence in applying knowledge to service and practice. Demonstrates leadership in major curricular revision or goal-setting activities within the school/campus. Demonstrates leadership at the school/campus/university-level committees or councils. Demonstrates leadership in local, regional or national professional and/or community activities. Builds a record of contributing to the positive climate in the division, school, and campus. Builds of a record of engagement in service or cooperative practice with community partners. Development of student services related to teaching and learning. Builds a record of mentoring the professional development of colleagues, teaching assistants, and graduate students. Leads diversity, equity and inclusion initiatives at the campus or tri-campus level. Demonstrates leadership or sustained participation in multi-disciplinary collaborative projects related to teaching and learning and DEIJ activities. |
Approvals
- Version v.1 was approved by the School of STEM Faculty Council on December 10, 2016.
- Version v.2 was approved by the School of STEM Faculty Council on January 20, 2016.
- Version v.3 (final) was approved by the School of STEM Faculty Council on March 31, 2016.
- Version v.3 was ratified by the faculty of all divisions of the School of STEM on April 20, 2016.
- Version v.4 was approved by the School of STEM Faculty Council on March 10, 2021.
- Version v.5 was approved by the School of STEM Faculty Council on April 16, 2021.
- Version v.5 was ratified by the faculty of all divisions of the School of STEM on May 14, 2021.
- Version v.6 was approved by the School of STEM Faculty Council on January 12, 2023.
- Version v.7 was approved by the School of STEM Faculty Council on March 9, 2023.
- Version v.7 was ratified by the faculty of all divisions of the School of STEM on March 17, 2023.