(1) If there are four tenured faculty in the department, the fifth member will be a non-tenured department faculty member. In the event that a non-tenured department member is to serve on the committee, whoever has the greatest length of academic service will be chosen.

(2) If there are only three tenured faculty, the fourth member will be chosen from among the non-tenured department faculty members. The fifth member will be a tenured faculty member selected from outside the department. Selection of non-departmental committee members shall be made by the tenured faculty of the department, in consultation with the Department Head, and subject to veto by the faculty member being reviewed. The faculty member being reviewed has the right to veto proposed non-departmental committee members, up to a maximum of three vetoes.

(3) If there are only two tenured faculty, the third member will be chosen from among the non-tenured department faculty, as stated above. The fourth and fifth members will be selected from outside the department, following the same process as stated above.

(4) If there are fewer than two tenured department faculty, a Tenure and Promotion Committee will be selected in consultation with the entire department faculty, the Department Head, and Dean of the College.

(1) If there are four Full Professors in the department, the fifth member will be a tenured Associate Professor, if possible, or of a lower rank if necessary. In the event that a faculty member is to serve on the committee who is not a Full Professor, whoever has the greatest length of academic service will be chosen.

(2) If there are three Full Professors in the department, the fourth member will be a tenured Associate Professor if possible, or of a lower rank if necessary, as stated above. The fifth member will be a Full Professor selected from outside the department. Selection of non-departmental committee members shall be made by the Full Professors of the department, in consultation with the Department Head, and subject to veto by the faculty member being reviewed. The faculty member being reviewed has the right to veto proposed non-departmental committee members, up to a maximum of three vetoes.

(3) If there are two Full Professors in the department, the third member will be a tenured Associate Professor, if possible, or of a lower rank if necessary, as stated above. The fourth and fifth members will be Full Professors selected from outside the department, as stated above

(4) If there are fewer than two Full Professors in the department faculty, a Tenure and Promotion Committee will be selected in consultation with the entire department faculty, the Department Head, and Dean of the College.

Assistant Professor - terminal qualifications
Associate Professor - terminal qualifications plus requirements as specified in the Master Agreement
Full Professor - terminal qualifications and other requirements as specified in the Master Agreement

Assistant Professor - Terminal qualifications as stipulated in Section 5 of the Bylaws.
Associate Professor - Terminal qualifications as stipulated in Section 5 of the Bylaws, and other qualifications as stated in Section 5.6.2.1.1 of the Master Agreement
Professor - Terminal qualifications as stipulated in Section 5 of the Bylaws, and other qualifications as stated in Section 5.6.2.1.1 of the Master Agreement

The variables that are included in faculty evaluation are represented in the following model:

The area of professional development incorporates four forms of scholarship: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.

In general, scholarship may be thought of as a process that creates something new that is communicated to, and validated by, peers. The assessment of any of these forms of scholarship shall include attention to the following standards: (1) clear goals, (2) adequate preparation, (3) appropriate methods, (4) significance of results, (5) effective presentation and (6) reflective critique. [Based on Scholarship Reconsidered, Ernest L. Boyer; and Scholarship Assessed, by Charles E. Glassick, Mary Taylor Huber and Gene I. Maeroff].

While the Master Agreement specifies that these forms of scholarship are equally weighted, neither the Agreement nor the department requires a faculty member to make contributions in all four areas. However, regardless of the chosen area of emphasis, the department expects that candidates for tenure and promotion to Associate Professor will, within one or more of the four areas of scholarship, have at least one publication in a peer reviewed professional journal, or another type of significant publication, within the faculty member’s discipline. Regardless of the chosen area of emphasis, candidates for promotion to full Professor will, within one or more of the four areas of scholarship, have achieved additional publications in peer reviewed professional journals, or other types of significant publications, within the faculty member’s discipline.

Examples: An anthropologist doing fieldwork makes a discovery that causes a revision in time estimation for the earliest human settlements in the western region of the Upper Peninsula; these results are first presented at an anthropology conference, and subsequently published in a peer-refereed journal. A social worker does research on the access to medical services of people with AIDS, and publishes the results in a national Social Work journal. A sociologist conducts research on family violence, and publishes the results in an appropriate journal.

Note: This form of scholarship is both process and outcome oriented. Simply gathering data, either formally or informally, which does not result in presentation to peers would be excluded from the scholarship of discovery. Similarly, while research applications and funded research are recognized as an important avenue in the scholarship of discovery, the final stage of peer review and dissemination of results must be achieved.

Examples: A sociologist writes a textbook for sociology students that incorporates new and diverse approaches to multiple topics. A social work faculty member presents a paper on child protection laws, which incorporates material from sociology, anthropology and history. An anthropologist publishes a theoretical paper critiquing socio-biological explanations of aggressive behavior in children.

Note: To be truly integrative, professional work must synthesize diverse perspectives, as opposed to simply listing or identifying a variety of approaches. For example, preparing cross-disciplinary seminars or workshops would be considered to represent the scholarship of integration if the six standards identified above were met, but would not fall in this category if any of these were missing.

Examples: An anthropologist is contracted to undertake a cultural resource management study and develops an appropriate peer reviewed plan to protect or preserve those resources. A social work faculty member is asked by a community organization to conduct an outcome assessment of their services; results of this study are presented to peers at a professional meeting, to the organization, and subsequently published in a professional journal. A sociologist is contracted as a consultant to conduct a needs-assessment of unmet needs for United Way; results are presented to both the organization and at a professional conference.

Note: The scholarship of application involves -- as do the three other types -- the six standards noted above, and is to be distinguished from “citizenship.” A faculty member may serve on community boards or organizations by virtue of their professional expertise, and may use such expertise in the work of the board or organization. However, unless such work goes beyond citizenship and, using the faculty member’s specific expertise, has the six attributes of scholarship, it is not viewed as representing the scholarship of application. Work which does not meet these criteria might fit under the category of Service (6.2.3.3, 6.2.4.3, 6.2.5.3).

Examples: A sociologist undertakes a study to determine if students in a web-based introductory course have the same understanding of key concepts as do students in a traditional classroom setting. A social work faculty member designs and executes a study to determine if students develop a stronger orientation to ethical issues -- in classes where such issues are embedded in the curriculum -- than in a single course devoted to ethical considerations. An anthropologist designs a study to assess and evaluate different classroom techniques for getting students to recognize and confront their ethnocentrism.

Note: The scholarship of teaching is not the same as teaching excellence, or scholarly teaching, i.e., knowledge of subject material, effective presentation, engaging students in discussion, and other characteristics related to teaching excellence. This area is not measured by student evaluations. It does not include normal course development, the preparation of syllabi or reading lists, advising/counseling students, directing independent studies and so forth; nor does the scholarship of teaching include general course revisions that would be considered a normal aspect of teaching (unless such revisions are based on systematic study of a teaching/learning problem). Work that does not appear to meet the criteria of the scholarship of teaching might fit under “assigned professional responsibilities and teaching” (6.2.3.1, 6.2.4.1, 6.2.5.1).

1) Development of proficiency in class preparations and presentations, as demonstrated in course syllabi, assignments, required reading material, use of appropriate instructional technology, colleagues’ observation and letters, student evaluations and/or other relevant course materials.

2) If the faculty member has received any special recognition as an outstanding advisor, this material may be included, as well as any letters of appreciation received from students.

3) Demonstrates a willingness to assist students in their academic development as measured by maintaining regular office hours, providing assistance outside of the classroom setting (such as making arrangements for alternative times to assist with course related issues), or by letters of appreciation from students, recommendation of students for awards, scholarships or other recognition, or inclusion of students in professionally related research activities and/or other related endeavors

4) Develops positive and appropriate interactions with students which can be measured by results from student evaluations, peer observation and written comments, letters from students and/or related material.

See Section 6.2.2.3

1) Establishes a record of attendance at local, state, national and/or international professionally related conferences, providing documentation in the form of a travel report indicating the relevance of attendance for professional growth and development, and other documentation of attendance and participation such as papers, poster session materials, or documentation of committee involvement.

2) Begins to engage in activities that lead to refereed paper presentations and/or publication. This activity is evaluated by the Annual Evaluation Committee in terms of its quality and potential for publication if warranted. The departmental evaluation committee will provide constructive feedback and direction to the faculty member when necessary to foster professional growth.

3) Begins to pursue professionally relevant activities at the local, state, national and international levels such as holding a board position or seeking committee membership; engaging in professional consultation which can be evaluated through letters from clients or professional peers; engaging in developing professionally related papers, books, films, videos, or multimedia conferences, and/or other creative activity the faculty member and the evaluation committee agree upon are appropriate as stated in the future plans section of the faculty evaluation.

1) Begins to establish a record of involvement in committees at the departmental, college or university level, providing documentation of such committee membership in the annual evaluation materials.

2) Begins to establish a record of service to the student body through assuming a faculty advisor role for a student organization or organizing events on campus or participating in activities such as recruitment efforts that benefit the university and student body as a whole. Various forms of documentation can serve to verify this activity such as letters from student representatives, newspaper articles, letters from colleagues, administrators and community representatives.

3) Establishes links with the community and participates in professionally-related speaking engagements, board memberships or other volunteer activities which hold significance in terms of the faculty member’s professional areas. These types of activities are to be documented by supplying materials to the Evaluation Committee which can be evaluated.

1) Exhibits increased expertise related to teaching methods, course content and creativity in learning opportunities for students. These activities can be documented by course syllabi, required reading material, use of appropriate instructional technologies, student evaluations, colleagues’ evaluations, and/or other course materials verifying creative learning projects and assignments.

2) Exhibits continued competency in academic and career advising measured by a consistent pattern of assisting students in these areas. Documentation to substantiate these efforts may be evidenced by inclusion of letters of appreciation from students, letters of recommendation for graduate school or employment that the faculty person has written for students, awards the student has been recommended for, awards that the faculty person has received through their respective college, the university or a community organization.

3) Exhibits leadership in course and curriculum development. These efforts can be measured by the design and development of a new course(s), leadership in assessing curriculum through participation in the accreditation or program review process. The course syllabus for a new course(s) and copies of materials worked on in the accreditation or program review process should be included as a means to evaluate these activities.

See Section 6.2.2.3

1) Enhances professional development record which is measured by papers presented, publications accepted, books published, or other measures of quantity and quality specific to either the discipline or the particular form of the activity in question.

2) Continues to exhibit a consistent pattern of pursuing professional development activities, which include but are not limited to: holding office in local, regional, national or international organizations; engaging in professionally-related consulting activity; engaging in the development of professionally-related papers, books, films, video or multimedia, conferences or other creative activity which can be evaluated; and such other activities as the faculty member and the Evaluation Committee agree are appropriate as stated in the future plans section of the faculty evaluation.

1) Demonstrates leadership in departmental and university committees, or special projects by assuming a key position, such as chair. These responsibilities are to be documented by supplying minutes of the meetings and products resulting from committee membership to the Evaluation Committee in the annual evaluation materials.

2) Enhances involvement in professionally-related community service activities by assuming a leadership role on community boards, or organizing major fund raising events, or by participating in professionally-relevant speaking activities, or providing professionally-related consultation. These types of activities are to be documented by supplying materials to the Evaluation Committee which can be evaluated.

3) Enhanced involvement with student organizations, or taking on a leadership role in university sponsored activities or recruitment and retention activities. Letters from colleagues, student organization representatives, administrators or community representatives and/or other related materials may be used to provide documentation of these activities.

1) Continues to maintain a high level of pedagogical performance in teaching, as demonstrated in course syllabi, assignments, required reading materials, and use of appropriate instructional technology. These activities can be documented through student, peer and other evaluations as appropriate.

2) Continues to provide competency in academic and career advisement measured by a consistent pattern of assisting students in these areas. Documentation of these efforts may be evidenced by inclusion of letters of appreciation from students, letters written for students for graduate school or employment, awards the student has been recommended for and/or received, awards the faculty person has received through their respective college, the university or a community organization.

3) Actively participates in measurement of program outcomes and in the development of program or departmental changes. Documentation of these activities include products such as accreditation reports, committee meetings and minutes, program proposals or other reports as appropriate.

4) Demonstrates leadership in curricular revisions, course proposals and course design. Course syllabi, written proposals, correspondence or other reports can be included as a means of assessing this activity.

5) Refines expertise in respective teaching area(s) and provides technical assistance to junior faculty members as appropriate. Letters requesting such assistance or letters thanking one for this assistance can be used as measurement of this activity.

6) Provides peer review of colleague’s teaching and/or related assigned responsibilities. Letters written regarding a colleague’s teaching and/or assigned responsibilities may be included to document this type of activity.

See Section 6.2.2.3

1) Maintains a record of regular attendance at local, state, national or international professionally-related conferences, providing documentation in the form of a travel report indicating the relevance of attendance for continued professional growth and development, and other documentation of attendance and participation such as papers, poster session materials or documentation of committee involvement.

2) Pursues a professional development record that is more extensive. Professional growth may result in a more specialized focus and/or a new emphasis or direction. These activities become part of a detailed plan. This activity is measured by papers presented, publications, or other professional products; the prestige of the settings or journals in which they are presented, or other measures of quality and quantity specific to either the discipline or the particular form of the activity in question will be considered.

3) Continues to show a consistent pattern of professional activity. These activities include, but are not limited to holding office in local, regional, national or international professional organizations; engaging in professional consulting activity which can be evaluated; engaging in the development of papers, books, professionally-related films, videos or multimedia or other creative activities as the faculty member and the Evaluation Committee agree are appropriate as stated in the future plans section of the faculty evaluation.

4) All of the criteria in this section will be reviewed with respect to an ongoing and cumulative record of activity since the faculty member’s last evaluation. The cumulative nature of this record will represent a major criterion in the evaluation process.

1) Assumes leadership positions in departmental, college, and/or university committees. Documentation of these contributions may be provided in the form of committee minutes, presentations, proposals, or other relevant materials as deemed appropriate by the faculty member.

2) Continues active participation with advisement of student organizations and/or leadership in recruitment and retention activities.

3) Assumes leadership responsibilities in disciplinary or professionally related community organizations. A leadership role demonstrates a cumulative contribution to the organization in question. Evidence of these contributions may be provided through a variety of documents including, but not limited to, letters of support, awards or acknowledgment of service, products produced from organizational responsibilities, consulting activities or other relevant materials as appropriate.

4) Provides mentorship to junior faculty in the areas of assigned responsibilities, professional development and service. Documentation for these activities may include letters of acknowledgment for support provided, or the products of mentoring activities such as revised manuscripts, assistance in providing avenues for publication, or consultation with research design, course development, technology assistance, or pedagogical performance.

While faculty may choose to place relatively less emphasis on either professional development, or on service, there are still expectations of performance in both of these areas. More specifically, faculty are expected to engage in professional development on a regular basis even if their chosen area of emphasis is service, and to engage in service on a regular basis even if their chosen area is professional development; these expectations are greater for higher ranks.

Normally, a cumulative pattern of achievement within an area (teaching, professional development, or service) is necessary to demonstrate that the judgmental criteria have been satisfied. In the event that faculty change their chosen area of emphasis prior to their next status change, clear and consistent achievement in one of the areas of emphasis is necessary for a positive recommendation. Modest achievement in both areas of emphasis would not be sufficient for a positive recommendation for tenure or for promotion.

 a. The committee wishes to meet with the faculty member.
b. The faculty member is under review for tenure, promotion, or retention.
c. The faculty member requests a meeting,

For faculty meeting with the Evaluation Committee, one hour shall be deemed the standard length of an evaluation interview.

1. assigned professional responsibilities 7.4.1
2. professional development 7.4.2
3. service to the university, community, and profession and 7.4.3

Should any questions arise regarding the documentation, the faculty member shall be expected to provide additional clarifying information to the appropriate evaluation committee.

Information included here should incorporate material of an evaluative nature from the Department Head, colleagues, or significant persons, other than students, based on direct experience with the faculty member in teaching situations

In those situations where faculty share responsibility for regularly planning and presenting course materials (team teaching), written information related to task division and collaborative style will be important.

Assessment of student evaluations of teaching performance should not be limited to one student or one class, but should reflect a general level of performance over the evaluation period. Student evaluations from every course must be made part of each faculty evaluation.  Discernible "highs" and "lows" in this profile should be analyzed in the light of all available data.  In the case of faculty new to NMU, documentation of student evaluations from teaching at other institutions shall be included if prior service at such institutions is used to build a case for tenure or promotion.  For tenure, prior service at another institution may be counted only if it is explicitly permitted in the initial letter of appointment.  The faculty member shall submit the class GPA and distribution of grades with the evaluations.

Student class evaluations shall be conducted in accord with the provisions of the Master Agreement. The Departmental Executive Committee may establish additional guidelines. Class evaluations that do not preserve the “anonymity, security, completeness and integrity of the student responses”  (Master Agreement,. 5.4.1.2) shall be considered invalid for purposes of annual or tenure/promotion evaluations.

In the instance of faculty whose teaching role takes them into the community, as in the case of professional practicum teaching, the opinions of qualified community practitioners will be solicited if the faculty member wishes to have such activities included in the review process.

Course syllabi and materials that describe the class and suggest the qualitative nature of the course should be included.  Handouts and other teaching materials designed for instructional impact may be submitted, but with clarification regarding their use.

Teaching techniques and materials that reveal originality and creativity and seem to lead to more effective teaching performance should be reviewed. For example, if the faculty member is effective in creating unique learning situations for students in integrating "in vivo" student experiences into the course design, such contributions should be specified.

 This section includes developing curriculum proposals, applying for curriculum development funds, writing funding proposals for equipment and/or supplies that support curriculum innovations, the development of web based courses, and professional training to teach in new areas.

 It is conceivable that this activity could significantly broaden and enhance the competence of an individual faculty member, and/or significantly  advance the mission of the department or university, in which case such activity may be addressed under "Professional Development."

It will be the responsibility of the faculty member, with the concurrence of the Annual Evaluation Committee, to justify consideration of such activity as professional development.

This section includes off‑campus teaching, summer session, intersession, directed studies, and web based courses.  In addition to a listing of such duties accepted, the Annual Evaluation Committee should consider noteworthy characteristics of performance.

In addition to the number of students advised, the Evaluation Committee should note any evidence of outstanding ability or deficit behavior with regard to the advisement role. Appropriate availability and conscientiousness of role performance are norms for faculty, however, any evidence of exceptional behavior of either a surfeit or deficit nature should be noted.

Any special "out of the ordinary" student services may be included here, such as: serving as evaluator or reader for graduate papers, serving on a thesis or project committee, handling student organization advisement, writing an unusually large number of letters of recommendation for students, or other work on behalf of students. Documentation should be provided that deals with both the time commitment and amount of effort required.

See Section 6.2.2.3

The Annual Evaluation Committee should be provided with descriptive evaluative information regarding professional conferences attended. Since the AAUP‑NMU Master Agreement requires that any faculty sponsored by the university for conference attendance report in writing to the Department Head, copies of such reports can be secured for the Annual Evaluation Committee's use.

This includes giving papers, chairing sessions, acting as a discussant, or other substantial participation.  Copies of papers presented at professional meetings during the period covered by the evaluation may be made available to the Annual Evaluation Committee.  A brief description of the nature of the meeting should also be provided.  Documentation of conference roles should be provided

Included in this section are activities such as serving on an executive board, campus representative for professional organization, organizing a panel discussion, or convening a section for the presentation of papers, and similar activities that require professional or scholarly judgment. Documentation of the individual role should be provided, so that this activity is clearly distinguished from “Service to the Profession” (Section 7.4.3.4).

Copies of publications published during the period covered by the evaluation should be made available to the Evaluation Committee.  In addition, a brief description of the journals in which the publications appear should be provided. In general, publications that are refereed and integral to the faculty member’s discipline are more important for consideration than are other types of publications.  In the case of books or monographs, copies should also be supplied

This section is meant to provide the person being evaluated with the opportunity to discuss current, ongoing research that has yet to be completed.  Papers submitted for publication or presentation, books in preparation, grant proposals, or other scholarly research is included.  Whatever documentation is available, (e.g., copies of submitted articles or completed chapters) should be supplied to the Annual Evaluation Committee.

This section is limited to formal consulting activities (either paid or unpaid) involving a contract between the consultant and the client organization, and requiring the professional expertise of the faculty member.  This is meant to specifically exclude work more appropriately designated community service.

A brief description of each professional organization should be supplied.

The faculty member should provide an annotated listing of committee memberships, spelling out any special roles or functions with respect to each committee assignment.  Unless the work of the committee and membership involvement is obvious, it is important that the faculty member include sufficient documentation.

This will include any university activities of a special or temporary nature not covered elsewhere.

Regular attendance and participation at departmental meetings is expected.  Any outstanding contribution or especially facilitative role performance should be noted and considered by the Annual Evaluation Committee.  By the same token, any deficit or negligent behavior on the part of the faculty member should also be considered.

Committee work is vital to the maintenance of the department, and for that reason, membership on departmental committees is expected.  The Annual Evaluation Committee should assess the faculty member's role on various committees. Only written documentation regarding performance provided by either the person being evaluated and/or other departmental members shall be considered.

Included here should be any activity by the faculty member on behalf of the department; such as acting as a departmental representative at special meetings, ceremonial occasions, or university or community work groups.  The faculty member should provide information regarding the nature of the role.

This section is intended to point up any supportive efforts the faculty member has made in assisting colleagues with their teaching, such as serving as a guest speaker, resource person, or consultant for another faculty member.

Participation in the Speakers Bureau or other community presentations should be included here. Information regarding the topic of the presentation and the organization to which the presentation was made should be provided.

Any agency advising not meeting the criteria for consulting may be included under this heading.

This heading relates to active participation in civic or community groups and agencies ‑ local, regional, national, or international ‑ that relates to the faculty member's professional development.  Specific data as to the nature of the faculty member's participation should be supplied to the Annual Evaluation Committee.

Service to the profession may include serving as an officer -- such as secretary or treasurer -- to a professional organization, or on committees, or boards, or similar groups within one’s professional discipline; or engaging in similar activities that are primarily organizational, rather than scholarly.

This section is for the faculty member to discuss items deemed pertinent that are not covered above.

This policy shall regulate faculty travel and professional development expenditures other than that defined as instructional travel.  The policy includes responsibility of the faculty member for planning travel or professional development activities; seeking funds; notifying the Executive Committee and Department Head of plans; activity during travel and professional development; and reporting on trips taken or professional development activities undertaken.  It also covers allocation of pool travel funds.

According to Sections 6.5.1 and 6.5.1.1: "Faculty members shall be expected to engage in appropriate professional development activities as specified in the annual evaluation," (and) "Faculty who receive funds for travel or professional development will prepare a report detailing how this support contributed to professional development or the improvement of academic programs at the University.  The report will be made in writing to the Department Head and submitted as a part of the faculty member's evaluation."

Faculty are encouraged to consult with the Department Head regarding external funding. Sources for such funding could include grants, funding by other organizations, or a stated intent to seek funding from the Dean under Master Agreement section 6.5.2.7. 

Accommodations in the convention hotel or similar quality lodging shall be the norm.  Modes of travel will generally be by car or commercial airline.

Level I travel or professional development:  100% funding
Level II travel or professional development:  at least 80% funding
Level III travel or professional development:  at least 70% funding

The process of earning release time credit is specified in the Master Agreement

Faculty members applying for four (4) hours or less of earned released time credits are required to notify the Department Head, in writing, at the time they complete the application form.  Faculty members planning to utilize released time must inform the Department Head and the chair of the appropriate program committee of their intent at least one full semester prior to the semester in which the released time is to be taken.  Approval of the Department Head and appropriate  program committee is required prior to the official scheduling of classes for the semester in which the released time is to be taken.