The University requirements can be found in\u00a0the ACU Faculty Handbook<\/a><\/span>\u00a0(accessed 07\/16\/2014)\u00a0and are listed below along with the additional departmental requirements. The section for each major area will also be included as it’s own page that area\u2019s tab.\u00a0<\/strong>Many of the links will go to the same pages.\u00a0Because collegiality is addressed in one page, links have not been added for that section.<\/p>\n The effective instruction of students is the primary purpose of the university and is\u00a0expected of every faculty member. The generally recognized qualities of effective\u00a0teaching are:<\/p>\n Knowledge of the subject matter. The teacher who knows the subject matter has\u00a0achieved the first condition for good teaching.<\/p>\n Ability to communicate. The teacher should possess skills of effective communication\u00a0that are appropriate to the discipline and the objectives of courses being taught. The\u00a0teacher should also exhibit genuine enthusiasm for the subject and a desire to share it\u00a0with the students.<\/p>\n Self-reflection and improvement. The teacher should constantly work to improve his or\u00a0her courses, experiment with new materials and methods of delivery, and keep current\u00a0with the subject matter.<\/p>\n Interest in the student. The effective teacher takes an interest in students as individuals.\u00a0The teacher is conscious that teaching also offers opportunities to help the student\u00a0experience ethical and spiritual growth, understand the implications of the discipline in\u00a0matters of faith, and develop a Christian philosophy of life.<\/p>\n The effectiveness of the faculty member\u2019s instruction will be documented in a portfolio.\u00a0The portfolio could contain, but is not limited to, the following items:<\/p>\n For a university community, scholarship is important. Abilene Christian University\u00a0expects that each faculty member will provide evidence (i.e., product) of his or her\u00a0professional competence through scholarship and\/or other creative activities appropriate\u00a0to the discipline. The number and type of products may vary by discipline. Applicants\u00a0should justify the number and type in their promotion materials.<\/p>\n Examples include, but are not limited to, the following items:<\/p>\n A faculty member\u2019s service is directly related to the university\u2019s mission statement.\u00a0Service should grow out of his or her academic and professional commitments, as well\u00a0as out of a generous understanding of Christian discipleship. Service may extend to the\u00a0profession,\u00a0the university<\/a><\/span>\u00a0or its\u00a0constituent parts<\/a><\/span>,\u00a0the church<\/a><\/span>, and\/or the community.<\/p>\n Examples of service in any of these areas include, but are not limited to, the following\u00a0items:<\/p>\n A consideration of collegiality is particularly appropriate at a Christian university and is\u00a0given special attention when tenure is under consideration. Collegiality involves Examples of collegiality include, but are not limited to, the following items:<\/p>\n Though wide consensus exists regarding the nature and appearance of collegiality in\u00a0academic settings, it cannot be measured by rigid checklists or formal requirements.\u00a0The portfolio and the letter from the department\/school should address the\u00a0collegiality of the applicant.<\/p>\n Professor<\/p>\n Description<\/p>\n A Departmental Evaluation Committee (one for each candidate) will be formed to evaluate the candidate with respect to (1) teaching, (2) research, (3) University and public service, and (4) Collegiality. The candidate must be satisfactory in all of these categories and must excel (relative to other ACU faculty) in at least one of the first three. The Evaluation Committee shall balance the candidate\u2019s heavy commitments and responsibilities in one area against light commitments and responsibilities in another.<\/p>\n Elements of effective teaching extend beyond the classroom to include course structure and plans, laboratory organization, availability to students during regularly scheduled office hours, and timely feedback for students. The University Tenure & Promotion Criteria lists four broad categories included in effective teaching: knowledge of the subject matter, ability to communicate, self-reflection and improvement, and interest in the student. The Department of Chemistry and Biochemistry considers the following items to be examples of effective teaching in each of these categories. While these practices may help a person become an effective teacher, demonstration of each of these examples in a candidate\u2019s teaching portfolio may not necessarily demonstrate that the candidate is an effective teacher. In addition, the Department recognizes that not all effective teachers demonstrate all of these practices to the same extent.<\/p>\n a.\u00a0\u00a0 Knowledge of the subject matter.<\/p>\n b.\u00a0\u00a0 Ability to communicate.<\/p>\n The Department of Chemistry and Biochemistry recognizes four types of scholarship.<\/p>\n a.\u00a0\u00a0\u00a0Scholarship of Discovery<\/a><\/span>.<\/i><\/b>\u00a0The scholarship of discovery takes the form of primary empirical research, historical research, theory development and testing, methodological studies, and philosophical inquiry and analysis.[1]\u00a0The principal focus of research in the Department of Chemistry and Biochemistry is the training of undergraduate students in the methods and thought processes of scientific discovery. While the student is responsible for the performance of the research, close collaboration and assistance from the faculty member is essential. The final disposition of discovery research is the appropriate dissemination of results to the scientific community. This includes the presentation of results at scientific meetings as well as the collection of results into manuscripts that are published in peer-reviewed journals suitable to the subject area.<\/p>\n b.\u00a0\u00a0\u00a0Scholarship of Teaching and Learning<\/a><\/span>.\u00a0<\/i><\/b>Scholarship can also be expressed in a program of pedagogical research. However, research in teaching is not to be confused with excellence in teaching. Pedagogical research is focused at developing and improving teaching methodologies. The development of new teaching materials (curriculum, course design, etc.) is a legitimate activity but falls under effective teaching, not pedagogical research. Examples of pedagogical research might include, but are not limited to (1) comparison of content retention by students in lecture versus active-learning formats, (2) study of the impact of technology-based learning on student performance and (3) study of the effect of regular writing assignments on comprehension of material. In general, pedagogical research should involve experimental design, data acquisition, analysis of results, and dissemination of results by publication, presentation to peers, or both.<\/p>\n c.\u00a0\u00a0\u00a0Scholarship of Application.\u00a0<\/i><\/b>The scholarship of application is \u201cthe responsible and rigorous application of knowledge to problems of consequence.\u201d[2]\u00a0The scholarship of application must, in turn, not be confused with the service role of faculty. This scholarly enterprise is devoted specifically to investigating how existing knowledge in one\u2019s field can be responsibly applied to new problems. Scholarship of application is directed both to the immediate setting of the issues addressed and, through the scholarly product that results, to one\u2019s peers as an instructive example.[3]\u00a0The scholarship of application must be tied directly to one\u2019s field of knowledge and relate to and flow directly out of creative professional activity. Worthwhile citizenship and service activities that are unrelated to the discipline do not constitute the scholarship of application.[4]<\/p>\n d.\u00a0\u00a0\u00a0Scholarship of Integration.<\/i><\/b>\u00a0The scholarship of integration associates research with reality and clarifies the meaning of results. The scholarship of integration emphasizes the interconnection of ideas, and brings new insight to bear on original concepts and research. Critical analysis and interpretation are two common methodologies, but interdisciplinary work may take place through any medium for scholarship such as those described as discovery, teaching, or application.[5]<\/a>\u00a0The scholarship of integration makes connections across disciplines and shapes a more coherent and integrated use of knowledge. Integration work is creative connectedness, interpretation and synthesis, so is closely related to discovery, but poses somewhat different questions in terms of meaning and impact. This form of scholarship interprets meaning to isolated facts and creates new perspectives that can answer questions not originally possible to answer. Chemical and biochemical scholars engaged in integration require innovative thinking to be able to integrate knowledge from different disciplines and create new and different perspectives on significant ideas and theories. Such scholars ask questions that require critical analysis and interpretation such as questioning what the research findings mean and whether it is possible to interpret what has been discovered in ways that provide a larger, more comprehensive understanding.[6]<\/p>\n e.\u00a0\u00a0 Examples of evidence of excellence in the above forms of scholarship in the Department of Chemistry and Biochemistry must include\u00a0peer-reviewed publications<\/a><\/span>. Other examples could include, but are not limited to:<\/p>\n Service\u00a0<\/b>(In addition to the criteria and examples provided in the \u201cGuidelines and Procedures,\u201d the department adds the following)<\/p>\n Recognition should be given to scholars who serve as\u00a0administrators<\/a><\/span>\u00a0and who participate in\u00a0faculty government<\/a><\/span>\u00a0and formulation of\u00a0departmental<\/a><\/span>\u00a0and university policies. Service by members of the faculty to the community and to professional societies should also be considered as a basis for tenure and\/or promotion. The work done in this capacity should also be of high quality. Similarly, contributions to student welfare through service on\u00a0student committees<\/a><\/span>\u00a0and as\u00a0adviser to student organizations<\/a><\/span>\u00a0should be recognized as evidence. Service to the church and community outside of professional activities may also be considered.<\/p>\n Collegiality\u00a0<\/b>(In addition to the criteria and examples provided in the \u201cGuidelines and Procedures,\u201d the department adds the following)<\/p>\n None<\/p>\n [1]\u00a0University of Southern Utah, Nursing Department\u00a0http:\/\/www.suu.edu\/sci\/nursing\/research\/definition.html<\/a><\/span>, accessed 10\/23\/07.<\/p>\n<\/div>\n [2]\u00a0Schroeder, Charles C.; Pike, Gary R. \u201cThe scholarship of application in student affairs.\u201d\u00a0The Journal of College Student Development<\/i>, Jul\/Aug 2001.<\/p>\n<\/div>\n [3]\u00a0Adapted from Faculty Handbook, Seattle Pacific University,\u00a0http:\/\/www.spu.edu\/facstaff\/handbook\/faculty\/5\/index.asp<\/a><\/span>, accessed 10\/23\/07.<\/p>\n<\/div>\n [4]\u00a0Boyer, Ernest.\u00a0Scholarship Reconsidered: Priorities of the Professoriate<\/i>, Carnegie Foundation for the Advancement of Teaching, 1990, p. 22.<\/p>\n<\/div>\n [5]\u00a0Adapted from reference 4 as cited in reference 1.<\/p>\n<\/div>\n [6]\u00a0Hofmeyer, Anne; Newton, Mandi; Scott, Cathie \u201cValuing the scholarship of integration and the scholarship of application in the academy for health sciences scholars: recommended methods.\u201d\u00a0Health Res Policy Syst.,\u00a0<\/i>2007; 5: 5, and references therein.<\/p>\nGeneral Criteria for Tenure and Promotion in Rank (ACU Faculty Handbook, pp. 72-75)<\/h2>\n
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2. SCHOLARSHIP, CREATIVITY, AND THEIR EQUIVALENTS<\/span><\/h2>\n
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3. SERVICE<\/span><\/h2>\n
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4. COLLEGIALITY<\/h3>\n
\nrelationships within departments\/schools, within colleges, and within the university.\u00a0These interactions should support the mission and goals at each level of the institution.<\/p>\n\n
Specific Criteria for Promotion to Full Professor (ACU Faculty Handbook p. 76)<\/h2>\n
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Chemistry and Biochemistry Expansion of Criteria for Tenure and Promotion<\/h1>\n
General Criteria for Tenure and Promotion<\/b><\/h2>\n
TEACHING EFFECTIVENESS<\/b>\u00a0(IN ADDITION TO THE CRITERIA AND EXAMPLES PROVIDED IN THE \u201cGUIDELINES AND PROCEDURES,\u201d THE DEPARTMENT ADDS THE FOLLOWING)<\/h3>\n
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SCHOLARSHIP, CREATIVITY AND THEIR EQUIVALENTS<\/b>\u00a0(IN ADDITION TO THE CRITERIA AND EXAMPLES PROVIDED IN THE \u201cGUIDELINES AND PROCEDURES,\u201d THE DEPARTMENT ADDS THE FOLLOWING)<\/h3>\n
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