You are here: American University Provost Office of the Dean of Faculty Term Faculty SPExS Term Faculty Guidelines

Contact Us

Deputy Provost/Dean of Faculty 4400 Massachusetts Avenue NW Washington, DC 20016 United States

Back to top

*This does not constitute an employment contract

School of Professional & Extended Studies
Faculty Reappointment and Promotion Committee Guidelines for Files for Action

(Approved by Provost July 2019)

Guidelines
The following Guidelines for Faculty Multi-year Reappointment and Promotion align with the AU Faculty Manual. All deadlines for multi-year and promotion Files for Action will be shared with faculty as soon as available, based upon the information from the AU Dean of Faculty. The SPExS Dean will also communicate any additional relevant information regarding Files for Action as soon as information is available.    

I. Multi-year Reappointment
Because the School of Professional & Extended Studies (SPExS) requires strong teaching and a commitment to service from their faculty, it is important to set forth the evaluative criteria that will be used to judge individual faculty performance for purposes of granting multi-year appointments. The following guidelines summarize priorities now in place. They are intended to assist and inform current and new faculty in organizing their teaching, service, and professional development agendas, as well as in highlighting and presenting their work in these fields in their Files for Action when they apply for multi-year contracts and multi-year contract renewals. These guidelines are also designed to inform those evaluating SPExS faculty members’ performance for purposes of granting multi-year appointments.

General Criteria for Evaluation
SPExS specializes in training for the flexibility, cross-cultural competence, and collaborative skills essential for success in the 21st century global knowledge economy. Working across disciplines, faculty create learning opportunities and applications for real-world settings. SPExS faculty are expected to combine academic rigor with applied coursework that engages students in current, practical, debates in the field. The nature of a cross disciplinary school requires a faculty with a flexible, wide range of abilities, expertise, and teaching interests. SPExS faculty who can teach at the undergraduate, graduate, and professional levels, using different learning pedagogies, and are able to take on diverse teaching assignments, are valued within such an interdisciplinary learning environment. 

The general criteria for evaluation of Files for Action for multi-year action includes contributions towards teaching, service, and professional development. Research is not mandated for academic reappointment at SPExS. Instead, SPExS places the highest priority on excellent, innovative teaching. Moreover, SPExS faculty members are required to invest a considerable amount of time keeping abreast of current affairs and developments in their disciplines, and to integrate these into teaching, service, and/or professional development where applicable. Faculty members are also expected to contribute to American University’s goals of providing a diverse and inclusive learning experience and environment. These activities will be recognized as they contribute to each Program’s visibility and enhance American University’s prominence in the international and Washington policy communities.

Teaching
The primary focus of a SPExS faculty member should be teaching. The quality of SPExS academic programs is dependent upon an exceptional, innovative, and collaborative teaching faculty. Each SPExS faculty member is expected to be dedicated to teaching and to have a thorough knowledge of the subject matter and practical applications of his or her program. Each faculty member is expected to keep abreast of the current debates in his or her field, and integrate these into the classroom where applicable. In addition, each faculty member is expected to have a commitment to and expertise in teaching and mastery of a relevant discipline.

As the SPExS courses usually focus on skills or contemporary issues, SPExS faculty should keep current in their disciplines. A truly excellent SPExS faculty member will be cognizant of new literature and trends in their field, remain on the cutting edge, and integrate this into their teaching. SPExS faculty should be innovative, collaborative, and participatory, finding ways to engage students on current topics in their field.

Within the context of SPExS, advising and mentoring play an integral role to instruction. Successful faculty in SPExS academic programs should foster mentoring relationships with their students. SPExS faculty should be available for individual discussions about coursework, networking, professionalism in the workplace, and career guidance. SPExS faculty should provide individual attention to their students, reflective of the distinctive attributes of the program in which students are enrolled and the place where they are in their academic and professional careers, as undergraduates and graduates, first year students, international students, and/or online learners.

The focus on experiential and active learning means that the SPExS faculty should have expertise in any of the following teaching methods and critical-thinking techniques that enhance their teaching, the curriculum, and participation and collaboration in the classroom, including speaker sessions, case studies, debates, simulations, role-playing exercises, student-led discussions, group projects, mock trials, and/or assignments that engage students on a practical level. Excellence in one or more of the above areas, expected from those seeking multi-year continuing faculty contracts, will be demonstrated through:

  • Standardized student assessments; and
  • Explanations of one or more of the following in their letter of application: Teaching philosophy, demonstrations of innovative teaching and course design, examples of how the faculty member applies current trends in their discipline to their teaching, and/or demonstrations of the faculty member’s commitment to a diverse and inclusive learning environment through teaching.

All of these components should reflect the faculty member’s strong commitment to the experiential and active learning environment espoused by SPExS in its programs.

University, Program, and Professional Service
Each SPExS faculty member should actively contribute to the growth and development of the University and should engage in external service that draws on the member’s professional expertise and training, and the current state of their field.

Four broad areas of engagement for SPExS faculty include:

  • Service to the larger university community (e.g., Faculty Senate and university committees, grant-proposal writing, University wide search committees and planning sessions, campus-wide presentations and workshops, undertaking public lectures in the community on behalf of the University and the Program);
  • Service to SPExS (e.g., Internal SPExS committees such as the Educational Policy Committee; faculty search committees; Dean’s initiatives, including new program development, and marketing activities including visits to institutional affiliates);
  • Service to the faculty member’s discipline and professional field (e.g., juries and awards selection committees, chairing of professional meetings or panels at academic conferences, editorial service, organizing professional workshops and/or forums, mentoring of other faculty); and
  • Service to society (e.g., organizing lecture series, briefings to political and foreign groups, directorships and advisory roles with non-profits or agencies) or policy impact.

Professional Development
While SPExS faculty members who produce scholarly or professional research will be recognized for these contributions to their professions, those SPExS faculty members who concentrate on teaching and service will be equally rewarded for their direct contributions to the School. Similarly, faculty engaged in a variety of activities to develop new educational opportunities for SPExS students, whether through the use of technology or the development of grant-funded applied projects to advance experiential learning, will be recognized for these efforts. The rationale behind the flexibility of these expectations is to provide for diverse paths for SPExS and its faculty members to become stronger teachers and better resources for their students.

Consistent with this emphasis on diversity, SPExS faculty members can demonstrate their professional development by including in their CV or letter of application evidence of activities in any of the following categories:

  • New curriculum development;
  • Innovation in approaches to teaching;
  • Participation in or leadership of teaching conferences and other professional development workshops;
  • Participation in academic conferences, whether as organizers, panel chairs, presenters, discussants, or attendees;
  • Participation in public policy debates, whether by public lectures or speeches; congressional testimony, or Op-Ed pieces in the popular press;
  • Contributions to media outlets including radio, TV, or newspapers whether through interviews or appearances; articles in the popular press; book reviews; or online resources;
  • Contributions to research on experiential and active learning;
  • Contributions to professional or scholarly publications, including writing, editing, and review; and
  • Successful pursuit of externally-funded projects.

II. Promotion: General Guidelines
The School of Professional and Extended Studies (SPExS) requires excellence in scholarship, teaching, and service from a term faculty member seeking to qualify for promotion in the Term Professor Sequence; and excellence in teaching and service for a faculty member seeking to qualify for promotion in the Professorial Lecturer Sequence.

Any term faculty, regardless of rank, may seek promotion under either the Term Professor Sequence or the Professorial Lecturer Sequence (as specified below).

SPExS follows the general standards, timetable, and procedures for reappointment and promotion laid out in the American University Faculty Manual and supplemental instructions from the Dean of Faculty and the Committee on Faculty Actions. This document seeks to specify further these criteria for faculty members in SPExS applying for promotion to the Term Professor or Professorial Lecturer Sequence.

As a multidisciplinary school, SPExS recognizes multiple paths to promotion. In general, and as described in detail below, 

  • All candidates for promotion must show excellence in teaching;
  • All candidates for promotion must have a track record of service to the Unit and/or University; and
  • All candidates for promotion in the Term Professor Sequence must, in addition, demonstrate scholarly excellence and intellectual impact.

Academic Ranks and Qualifications for SPExS Term Faculty

Professorial Lecturer Promotion Sequence
1. Instructor. The rank of instructor customarily applies to a one-semester or one-year appointment of term faculty members who do not hold a terminal degree in their field. This rank also may be applied to positions that fill specific, temporary teaching needs, as determined by SPExS teaching units in accordance with instructional resources. Reappointments are possible, subject to annual review.

Instructors are evaluated primarily on their teaching and service.

Instructors who meet the criteria for Professorial Lecturer may apply for promotion to that rank.

2. Professorial Lecturer. Term faculty members are customarily awarded the initial rank of Professorial Lecturer if they hold the terminal degree in their field or have professional experience and achievement equivalent to a terminal degree.

Appointees at this rank demonstrate the potential to achieve excellence in teaching and primary responsibilities, including service to their teaching unit, SPExS, and the university.

Professorial Lecturers who meet the criteria for senior Professorial Lecturer customarily may apply for promotion to that rank after five years as Professorial Lecturer.

3. Senior Professorial Lecturer. In addition to meeting the criteria for the rank of Professorial Lecturer, an appointee at the rank of Senior Professorial Lecturer demonstrates excellence as a teacher and strong engagement with the university community.

The faculty member customarily will bring a proven record of service and of mentoring and advising students. However, new faculty members with extensive professional experience but little direct teaching experience may be appointed at this rank.

4. Hurst Senior Professorial Lecturer

This rank, named for American University’s founder, reflects significant achievement and expectations of leadership. In addition to meeting the criteria for the rank of Senior Professorial Lecturer, an appointee at the rank of Hurst Senior Professorial Lecturer customarily will have demonstrated meritorious performance through sustained excellence in teaching and in service internally to the university and/or externally in their profession or field of scholarship. New faculty members whose distinguished careers have made them established leaders in their fields also may be appointed at this rank.

Candidates who meet the criteria for Hurst Senior Professorial Lecturer may apply for promotion to that rank after five years as Senior Professorial Lecturer. In exceptional cases, promotion to Hurst Senior Professorial Lecturer may be pursued after three years as Senior Professorial Lecturer.

Term Professor Promotion Sequence
1. Assistant Professor. Only under extraordinary circumstances and with the approval of the Provost might a new term Assistant Professor be appointed. In most circumstances, existing appointees at this rank hold an earned doctorate or the highest degree customary in the field. In extraordinary circumstances, an appointee may have professional experience equivalent to the highest degree in the field.

Appointees at this rank demonstrate the potential to achieve excellence in teaching, internal service, and scholarly activities. Faculty at the Term Assistant Professor rank who meet the criteria for Associate Professor may apply for promotion to that rank after six years or any time thereafter. Term Assistant Professors are required to meet the same criteria for scholarship as tenure-line Assistant Professors to be promoted to the Associate level, but without regard to the number of years needed to achieve that cumulative scholarly record.

2. Associate Professor. In addition to meeting the criteria for the rank of Assistant Professor, the faculty member meets the same criteria as a tenure-line Associate Professor, as follows:

  • Excellence as a teacher;
  • Engagement with students in and outside the classroom;
  • Significant scholarly accomplishments appropriate to the field;
  • Professional recognition and growth; and
  • Potential for a career of sustained scholarly distinction and/or prominent accomplishments.

Customarily, the faculty member has a significant proven record of teaching, participating in internal and external service, and mentoring and advising students.

3. Professor. In addition to meeting the criteria for the rank of Associate Professor, the faculty member meets the same criteria as a tenure-line Professor, as follows:

  • Continuing scholarship and/or prominent accomplishments in the field;
  • High-quality teaching/performance of primary responsibilities;
  • Continuing active engagement with students in and outside the classroom;
  • Continuing relevant internal and external service; and
  • Evidence of the potential to sustain excellence in all of these areas.

SPExS Criteria for Term Professor & Professorial Lecturer Promotion Sequences

There are two pathways for promotion: 1) the Term Professor Sequence and 2) the Professorial Lecturer Sequence. In order to be awarded promotion through the Term Professor Sequence, a candidate must demonstrate excellence in teaching, scholarship, and service according to the criteria stipulated below. In order to obtain promotion through the Professorial Lecturer Sequence, a candidate must demonstrate excellence in teaching and service.

  • A faculty member holding the rank of Assistant Professor may seek promotion by following either the Term Professor Sequence or the Professorial Lecturer Sequence; or  
  • A faculty member holding the rank of Professorial Lecturer may also seek promotion through either of the two pathways; however, should the s/he elect the Term Professor Sequence, the candidate would have to satisfy the same criteria as for promotion to the rank of Associate Professor or Professor (i.e., including those pertaining to scholarship, as specified below).

1. SPExS Term Professor Promotion Sequence Criteria

Scholarship
Promotion to Associate Professor
SPExS expects that, to be recommended for promotion, a faculty member must be able to demonstrate that prior to and especially during AU/SPExS service s/he has significant scholarly accomplishments in one or more fields and holds promise for greater future impact. Peer-reviewed books and articles published in refereed scholarly journals, or the equivalent in certain fields, are the two primary forms of scholarship considered for promotion. Successful promotion cases can be based on:

  • One peer-reviewed scholarly book[1] and peer-reviewed scholarly articles,
  • Multiple peer-reviewed scholarly books; or
  • A substantial number of peer-reviewed scholarly articles.

In cases of multiple authorship, the candidate must clearly specify her or his contribution. Due consideration will be given to variations among fields and disciplines. If an established index does not exist for a press or journal in the candidate’s field or discipline, it is the responsibility of the candidate to explain a venue’s standing and impact. The impact of a candidate’s scholarship will be assessed using a multi-faceted approach. Such an evaluation can include consideration of the following:

  • The prestige or rank of the publishing outlet;
  • The extent to which a candidate’s published works have been cited by other scholars;
  • The published reviews of the candidate’s work, national or international awards based on the quality of the written work; and
  • The evaluation of anonymous, external referees.

Contributions to public debates, media, and professional practice can be used to supplement the file, but may not in and of themselves serve as a substitute for referred work.

Edited books, book chapters, articles in non-refereed journals (excluding fields where non-refereed journals are the norm), invited articles, and review essays can also be important in demonstrating contributions to the field, but may not in and of themselves serve as a substitute for refereed work.

Academic recognition that comes from external funding or fellowships can also be used to supplement the file.

External scholarly evaluations of the candidate’s work will take place as specified by the CFA/DAA Instructions for Submitting Files for Action and the Faculty Manual.

SPExS also permits candidates to identify evaluators not to be solicited and these choices will be respected.

After consultation with the SPExS Faculty Reappointment and Promotion Committee, SPExS Dean will solicit external written evaluation of the candidate’s scholarly work. The candidate will not be informed of the names of those from whom written evaluations are being solicited; he or she will not have access to the letters once they are received. The external letters are kept entirely confidential.

Promotion to Full Professor
Candidates for Full Professor must demonstrate a substantial record of excellence in scholarship. The evaluation for this stage considers the cumulative scholarly record. As with the case for promotion to Associate Professor, peer-reviewed books and articles published in refereed scholarly journals, or the equivalent in certain fields, are the two primary forms of scholarship considered for promotion. At least some of their publications must demonstrate an ability to communicate with a broad scholarly audience. Successful promotion cases can be based on: 

  • A second peer-reviewed scholarly book[2] and peer-reviewed scholarly articles;
  • Multiple peer-reviewed scholarly books; or
  • A substantial number of peer-reviewed scholarly articles, published since promotion to Associate Professor.

Candidates must also provide evidence of being recognized leaders in their fields as substantiated by

  • Awards;
  • Invited lectures;
  • Editorship of volumes;
  • Collaboration with other scholars; and/or
  • Engagement in practice or training with organizations.

Candidates can also establish evidence of scholarly, policy, and practice influence through a substantial number of citations to their work, prestige or rank of publication outlets, and awarded fellowships and research grants.

Central to being promoted to the rank of Full Professor is a proven track record of scholarly achievement that shows intellectual growth and widening scholarly and public impact.

External scholarly evaluations of the candidate's work will take place as specified by the CFA/DAA Instructions for Submitting Files for Action and the Faculty Manual. All parties involved should carefully read the CFA/DAA Instructions regarding the number of letters, the number of suggestions candidates may make, the number of candidate suggestions that can be used, and other details regarding letters for the file.

SPExS also permits candidates to identify evaluators not to be solicited and these choices will be respected. After consultation with the SPExS Faculty Reappointment and Promotion Committee, the SPEXs Dean will solicit external written evaluation of the candidate's scholarly work. The candidate will not be informed of the names of those from whom written evaluations are being solicited; s/he will not have access to the letters once they are received. The external letters are kept entirely confidential.

Teaching
Candidates should present evidence of excellent teaching. Faculty may demonstrate excellent teaching in a variety of ways, including

  • Standardized teaching assessments (SETs, ITS, etc);
  • Course design;
  • Development of new curricular initiatives;
  • Up-to-date course content;
  • Publication and presentation of teaching materials and methodologies as a contribution to teaching;
  • Letters from faculty at or above the proposed promotion rank who have observed the candidate’s teaching (the candidate must arrange for this peer review);
  • Copies of teaching and learning materials developed by the candidate; and
  • Commentary by students.

Promotion to Associate Professor
Candidates must provide evidence of being excellent teachers. They must possess and be able to articulate a philosophy of teaching that highlights their particular strengths and their ability to translate such a philosophy into the classroom. 

Promotion to Full Professor
Candidates must provide evidence—in the form of ITSs and other measures—of continued excellence as teachers and mentors of students. Candidates may also provide evidence of professional development in teaching in the form of attending conferences, publishing articles about pedagogy, or otherwise working to improve their own teaching skills.

Service
Service to SPExS, to the wider University community, to the faculty member’s scholarly field, and to other constituencies outside the University is an intrinsic part of a faculty member’s basic obligations.

Candidates are expected to assume moderate service commitments. This includes at least one assignment within SPExS or the university, and voluntary efforts to assist one’s program, teaching unit, or intellectual home. Service outside the university is welcomed but not essential.

Promotion to Associate Professor
Candidates must demonstrate a record of service. Within SPExS, faculty should fulfill requirements as laid out in the SPExS service matrix. This can include at least some service to AU as a whole. Service to the profession can include reviewing manuscripts for presses and journals, serving as an officer in scholarly associations, organizing conferences, trainings, or practitioner engagements, or serving on review panels.

Promotion to Full Professor
Candidates must have a record of active and constructive contributions to faculty governance at all levels of the university community, and are encouraged to mentor SPExS junior faculty. Furthermore, candidates must show evidence of service to the profession. This can include engaging actively with funding communities, serving as proposal reviewers and on review boards, and participating in scholarly, policy, and practitioner organizations.

Faculty should be able to show that their service outside the university indicates their reputation within scholarly associations, the policy community, or practitioner organizations.

2. SPExS Professorial Lecturer Sequence Criteria
Teaching
Candidates should present evidence of excellent teaching. Faculty may demonstrate excellent teaching in a variety of ways, including

  • Standardized teaching assessments;
  • Course design;
  • Development of new curricular initiatives;
  • Up-to-date course content;
  • Publication and presentation of teaching materials and methodologies as a contribution to teaching;
  • Letters from faculty at or above the proposed promotion rank who have observed the candidate’s teaching (the candidate must arrange for this peer review);
  • Copies of teaching and learning materials developed by the candidate; and
  • Commentary by students.

Promotion to Professorial Lecturer
Candidates for promotion to the rank of Professorial Lecturer should be excellent teachers who have built well-thought-out courses that foster student learning and achievement and that reflect the current state of their academic field(s). Their course materials should state clear objectives that are informed by the goals of their academic unit or program. Their professionalism should be displayed through syllabi and assignments of their own design, evaluation of student work, advising or mentorship, and standardized teaching assessments, that are generally in line with those in their program or the school.

Candidates must provide evidence of being excellent teachers. They must possess and be able to articulate a philosophy of teaching that highlights their particular strengths and their ability to translate such a philosophy into the classroom. 

Promotion to Senior Professorial Lecturer
Candidates for Senior Professorial Lecturer should be expert teachers whose courses foster, in challenging and motivating ways, student learning and achievement. Their course materials should promote the goals of their program and the school and demonstrate currency in their academic field. Their professionalism and expertise should be displayed through their course and curriculum development, syllabi and assignments of their own design, evaluation of student work, advising or mentorship, and standardized teaching assessments. They will contribute significantly to students’ professional development, which might include leadership activities such as faculty mentoring, assessment work, and research in their field, in addition to significant service to their program, school, and/or university.

Promotion to Hurst Senior Professorial Lecturer
Candidates for Hurst Senior Professorial Lecturer should demonstrate a consistent record of marked teaching excellence, measured through the aforementioned criteria. Their professionalism and expertise should be displayed through their course and curriculum development, syllabi and  assignments of their own design, evaluation of student work, advising or mentorship, and standardized teaching assessments. Their application portfolios should show that they have continually refined their teaching, adapted to new student populations, and attended to innovations in the field.

Service
Service to SPExS, to the wider University community, to the faculty member’s scholarly field, and to other constituencies outside the University is an intrinsic part of a faculty member’s basic obligations.

Candidates are expected to assume moderate service commitments. This includes at least one assignment within SPExS or the university, and voluntary efforts to assist one’s program, teaching unit, or intellectual home. Service outside the university is welcomed but not essential.

Candidates will also have demonstrated strong leadership in their academic unit or program, have contributed to professional development initiatives in their program and the school, and have engaged in notable service to their program, school, and/or university.

Promotion to Professorial Lecturer
Candidates for Professorial Lecturer are expected to provide service to the program, the school, and/or university, with the expectation that their service profile has both broadened and deepened over time. This service profile may include, for example, participation in school and/or university committees. Within SPExS, faculty should fulfill requirements as laid out in the SPExS service matrix. This can include at least some service to AU as a whole. Service to the profession can include reviewing manuscripts for presses and journals, serving as an officer in scholarly associations, organizing conferences, trainings, or practitioner engagements, or serving on review panels.

Promotion to Senior Professorial Lecturer / Hurst Senior Professorial Lecturer
Candidates must have a record of active and constructive contributions to faculty governance at all levels of the university community, and are encouraged to mentor SPExS junior faculty. Furthermore, candidates must show evidence of service to the profession. This can include engaging actively with funding communities, serving as proposal reviewers and on review boards, and participating in scholarly, policy, and practitioner organizations.

Faculty should be able to show that their service outside the university indicates their reputation within scholarly associations, the policy community, or practitioner organizations.

Scholarship
Although evidence of scholarship (as described above) is not treated as a separate category for evaluating candidates for promotion via the Professorial Lecturer Sequence, a faculty member may choose to include it as a supplementary material, but not as a substitute for evidence of excellence in teaching or service.

[1] For a book to receive full consideration in the review process, it must be accepted in final form by the publisher by the date of the file for action.
[2] For a book to receive full consideration in the review process, it must be accepted in final form by the publisher by the date of the file for action.