Skip to content
  • Print

7.5.4.a Evaluation Criteria Defined

Approved by Academic Council, Faculty, Administration; Revised on April 27, 2006, Approved by Administration on June 14, 2006; Academic Council Action, revised on March 20, 2008; Revised and approved by Academic Council and Administration on April 9, 2009; revised April 16, 2014

As a University-wide criterion in evaluations for promotion and appointment with tenure, a sustained record demonstrating high quality teaching in the areas of academic responsibility is most important. A sustained record demonstrating high quality scholarship or artistic achievements in the field of academic appointment is next in importance. Relevant professional service is expected of all faculty members. While teaching and scholarship are weighted higher in promotion and tenure decisions, University and professional service is required and will be evaluated according to unit guidelines and the professorial rank being considered. Evaluation should emphasize quality, and quantity shall not be evaluated with an emphasis equivalent to or greater than quality. Further, a report of potential for high quality teaching, high quality scholarly or artistic achievements, and relevant University and professional service, without a demonstration that these elements are present at a level relevant to the evaluation, in the judgment of the reviewers, is not sufficient to sustain a favorable recommendation.

Consideration of citizenship in the University is part of the established evaluation areas of teaching, scholarship or artistic performance, and service and is not to be evaluated as a separate area.  Responsible citizenship consists of attitudes and actions which show respect for one's faculty and staff colleagues as well as students and which help other faculty and staff members so that as a learning community we further Pacific goals of excellent teaching and advising for students, rigorous scholarship, and productive service. Faculty should acknowledge that a deficiency in or complete lack of citizenship can directly and negatively impact their performance in teaching, scholarship or artistic performance, and service.

Professional disagreements among colleagues are entirely consistent with demonstrating university citizenship. However, all faculty members are expected to express those disagreements in a professional and respectful manner.  Faculty should not let personal biases and/or disagreements impact their department, students, or the University as a whole.  Issues pertaining to citizenship should not be used to discriminate on any basis prohibited by the University's Policy on Academic Freedom (Section 3.1) and should not be used to promote orthodoxy of opinion on academic matters.

Beyond these broad guidelines, specific evaluation criteria and weighting ranges will be determined by the college, schools, and library and set forth in the statements subject to the approval of the Academic Council and the approval of the Provost, who will then forward the proposed guidelines, decisions, and related information to the President for final approval. The Provost and the Academic Council shall strive to provide joint recommendations to the President whenever possible, but if disagreement exists separate recommendations and supporting information will be provided.

Procedures by which evaluations will be conducted should be set forth in the same statements, as indicated in Section 7.5.5.b. Further, statements are expected to evolve; that is, initial unit specifications of the characteristics of high quality teaching and scholarly or artistic achievements, relevant professional service, and the procedures for evaluating them are approximations to be refined and revised on the basis of reflective experience and informed review.

Unit guidelines for tenure or promotion evaluations should provide for objective consideration of the candidate's record of discharging the obligations of University citizenship in the areas of teaching, scholarship or artistic performance, and professional service. In determining specific unit evaluation criteria, the following section constitutes a general code or protocol that each unit will adapt to its particular situation. Units that currently employ a quantitative measure must include of a provision that meeting the quantitative measures is a minimum achievement for consideration for promotion and/or tenure but that meeting the department's minimum quantitative standards does not entitle the candidate to a positive recommendation, in that high quality scholarship and teaching is required in addition to meeting any quantitative requirement.

Teaching is primarily an intellectual enterprise; it is not merely the packaging and distributing of information. Teachers inspire and motivate their students and convey enthusiasm for their subject. Teachers deliberately frame the central questions of a course, establish rules of argument and evidence, illustrate connections between and among ideas and observations, compare interpretations that give different meanings to information, and design student assignments and experiences that inform and shape a critical view of assertions and claims.

Teaching excellence includes:

  • the acquisition and maintenance of substantive expertise in the discipline,
  • the definition and planning of sound instructional objectives, and the assessment of their attainment
  • the organization, preparation, and presentation of appropriate instructional material, and the fair and accurate evaluation of student achievement
  • the collective responsibility for organization, development and evaluation of the academic program

Other forms of teaching excellence are also valued and may be demonstrated by direct measures or other evidence of:

  • creativity and innovation in teaching and learning
  • teaching enhanced substantially by integrating appropriate technology
  • teaching that is culturally responsive and proficient;
  • Interprofessional and intraprofessional collaboration in teaching and learning
  • teaching that engages community-based ("service") learning
  • teaching in an international setting
  • participation in the interdisciplinary core of the general education program
  • direction of undergraduate research, graduate research, master's theses and doctoral dissertations. 

Since good teaching manifestly has disciplinary as well as general characteristics, the criteria employed by the department, college, school, or library shall be tailored for the unit. The criteria should reflect the unit's particular disciplinary requirements. Each unit's statement of criteria and procedures for evaluating teaching will be subject to review and approval at the library, school, or college level and at the University level.

Academic advising may be included as part of a faculty member's responsibility. Advising new students serves to introduce them to the intellectual nature of the University and assists them in making a successful transition to collegiate life and in selecting programs and courses that integrate individual needs with academic objectives. Advising majors and students in professional schools and programs serves to introduce them to the nature of the disciplines and professional life and assists them in the design of their academic programs and the selection of and transition to professional careers.

Teaching requires ethically responsible interaction with students, treating students fairly and consistently, and respecting their rights and personal privacy. In the exchange of ideas and criticisms faculty members show due respect for the opinions of students, faculty and others. Citizenship in teaching requires a level of respect toward colleagues such that there is constructive interaction between faculty members on matters that would aid the teaching and advising of Pacific students. Activities by a faculty member that contribute to better citizenship in teaching and advising of students are appropriate for evaluation.

Scholarly and Artistic Achievements. Evaluation of scholarly and artistic achievements should emphasize quality, and quantity shall not be evaluated with an emphasis equivalent to or greater than quality. Scholarly and artistic achievements include work presented, performed, or exhibited for the review of peer professionals. Faculty members are expected to subject their work to the judgment of colleagues within the profession. Academic units must clearly define what activities constitute scholarly and artistic achievements and how these activities should be evaluated in a manner that is consistent with University guidelines.

Scholarly achievements refer to the broad spectrum of faculty work in the scholarship of discovery of knowledge, of integration of knowledge, of application of knowledge, and of teaching and learning. Typical scholarly achievements include, but are not limited to, writing and publishing (in print or electronically) books, chapters in books, monographs, articles in refereed journals, scientific and technical reports, clinical reviews, commissioned book reviews, and publications on teaching and learning. In addition, presenting scholarly or pedagogical papers at professional meetings, writing and publishing textbooks or other teaching materials, editing professional journals, refereeing papers, and submitting major grant proposals may be regarded as scholarly achievements.

Artistic achievements include, but are not limited to, music recitals and performances, publication or performance of original musical compositions, art work submitted to juried exhibitions or selected for gallery presentation, involvement in the technical or creative aspects of theatrical and dance productions, or the public reading of one's own prose or poetry. Artistic and creative endeavors are subject to review by members of the profession in a manner comparable to other types of scholarly activities.

Other examples of scholarly and artistic endeavors may be identified and justified by the departments, college, schools, and library; in the Dental School, for example, preparation and presentation of table clinics and continuing education, and achieving board certification in a dental specialty are regarded as scholarly achievements.

Although quality of the scholarly and artistic achievement should be emphasized over quantity, academic units must establish minimum quantitative benchmarks that must be met before someone is eligible for consideration for promotion and/or tenure.  It should also be noted, however, that meeting the unit's minimal standards does not entitle the candidate to a positive recommendation.

Faculty members are bound by professional ethics in scholarly and artistic endeavors. They strive to be objective in their professional judgment of the work of colleagues. In scholarly activity, citizenship may involve assisting colleagues with their research and other scholarly activities. It consists of attitudes and actions that show respect for the research of one's colleagues.

University and Professional Service. Professional service covers contributions to the development and maintenance of campus organizational life, campus intellectual life, and service related to the faculty member's discipline. Faculty members are expected to accept their share of faculty responsibility for the governance of the University commensurate with their rank.

Contributions to campus organizational life might include committee service and various organizational activities performed by faculty members, such as serving as an appointed or elected representative on department, college, library, and University committees for formulating academic policies and conducting University business. It may also include assisting in the recruitment of students and such other activities as the school, library, college, or department identifies and justifies as appropriate.

Contributions to campus intellectual life might include using one's discipline in co-curricular activities, such as presenting lectures to campus groups or organizations, appearing on or running radio shows, developing a film series, creating or running special programs, or making artistic contributions to campus life.

Service related to one's discipline might include a range of activities not normally subjected to peer review, as well as service to professional organizations at any level. This might include serving on boards, commissions, or advisory groups relating to the faculty member's discipline, serving as a discussant at a professional meeting, organizing a session, being a panel member, or serving as an officer, board member, or committee member in a professional organization. It includes providing professional or expert advice on subjects in one's discipline to governmental bodies and media organizations, writing newspaper articles, opinion columns, as well as other pieces not subject to peer review, and contributing professional expertise to community activities through lecturing and consulting.

Responsible citizenship may involve assisting other faculty members in their service work and is to be used in their evaluation.