RUL 05.67.900 – Department of Health and Exercise Studies Appointment and Promotion Standards and Procedures

Authority: Executive Vice Chancellor and Provost

History: First Issued: 1987-88. Last Revised: April 24, 2023.

Additional References:
Office of the Provost RPT Website

1. Introduction

This Department of Health and Exercise Studies (HES) rule is supplemental to and consistent with the NC State University’s Appointment, Reappointment, Promotion and Permanent Tenure Policy and its Professional Faculty Ranks and Appointment Regulation (NCSU POL 05.20.01 and REG 05.20.34, respectively). This rule is also supplemental to and consistent with the University College Rule 05.67.12.

It is the responsibility of the faculty member to be knowledgeable about the aforementioned policies, regulations, and rules. This departmental rule describes the general process and standards used in evaluating faculty in the Department and supplements NCSU REG 05.20.34. To the extent of any inconsistency, the university regulation controls.

2. Areas of Faculty Responsibility

Scholarship in all six (6) realms of faculty responsibility specified in REG 05.20.27 Statements of Faculty Responsibility is valued and rewarded by NC State. Substantive contributions in an appropriate mix of these six (6) realms must be – both in fact and in faculty perceptions – the principal criteria for decisions about faculty reappointment, contract renewal, and promotion. The nature of the “appropriate” mix is defined by each academic unit’s Reappointment, Promotion, and Tenure rule and in each faculty member’s Statement of Faculty Responsibility (SFR). Each realm is defined below and includes examples of what may constitute contributions in the Department of Health and Exercise Studies.

3. General Standards

3.1. The primary business of faculty is teaching as a scholarly pursuit whether in classroom teaching, discovery, or process of applying knowledge. Scholarship is defined as the systematic, continuous, and rigorous expansion of the knowledge base of society.

3.2. Teaching must be approached as a scholarly pursuit in which the faculty member is constantly testing new ideas and approaches to teaching, systematically evaluating their effectiveness, and adjusting accordingly. Indeed, scholarly articles may be written about lessons learned in the classroom, teaching innovations, and other dimensions of teaching, advising, and guiding undergraduate and graduate students. The dossier should describe these approaches to teaching improvement and the results of experimenting with different approaches. Faculty must be up-to-date in their subject matter, organized and prepared, and excellent communicators.

3.3. Minimum faculty qualifications in HES are consistent with REG 05.20.34. The minimum qualification for faculty in the Lecturer Track is a relevant master’s degree, an equivalent degree, or equivalent professional experience. The minimum qualification for faculty in a professional track with professorial ranks is a doctor’s degree, an equivalent degree, or equivalent professional experience. Some evidence of equivalent professional experience may include: other related graduate degrees and/or related work experiences in one’s field that demonstrate the breadth and depth of knowledge, such as scholarly publications and presented papers, honors and awards, or other demonstrated competencies and achievements that contribute to effective teaching and knowledge of subject matter. Length of service in the department of Health and Exercise Studies and a faculty’s responsibilities as defined by the SFR do not qualify as equivalent professional experience.

3.4. Meeting expectations of the SFR is a necessary, but not sufficient condition, for earning promotion. A faculty member seeking promotion would be exceeding expectations for the current rank and meeting expectations for the aspirational rank.

3.5. The department recognizes that collegiality and the ability to cooperate with other faculty, staff, and/or students are factors that can affect a faculty member’s ability to meet the standards for their rank and realms of responsibility. While collegiality in and of itself is not a performance standard, a lack of collegiality may be acknowledged in an evaluation process to the extent that it served as a factor negatively affecting the faculty member’s productivity in their realms of responsibility.

3.6. Teaching and Mentoring of Undergraduate and Graduate Students

Transmission of knowledge to students and the development of wisdom are two primary reasons universities exist. The goal is to develop students who can engage in effective and socially constructive roles in a wide variety of institutions and endeavors, who can understand their service in a global and societal context, and who understand the importance of life-long learning. Knowledge, insights, and understanding are transmitted through disciplinary, interdisciplinary, and multidisciplinary learning.

Evidence of quality teaching and mentoring may include but are not limited to:

Teaching evaluations, peer evaluations, and student evaluations;

Summarizing teaching evaluations and describing impacts of teaching practices (reflection on teaching);
Implementation of effective and research-based teaching practices;
Implementation of instructional technology in promoting effective teaching and learning;
Program or course development, revision, and evaluation;
Mentoring/directing Honors, Independent Study, or Teaching Assistant students;
Awards and recognitions for teaching and mentoring from professional organization and societies;
Mentoring undergraduate and graduate students on research-related activities supported by visible evidence, such as conference papers, publications, or grant proposals;
Active collaboration in HES disciplinary faculty groups to ensure current, pedagogically sound instruction;
Advising students in the departmental minors;
Conference participation that informs discipline-specific pedagogy;
Completion and maintenance of instructor-level training/certification in area of expertise to meet disciplinary standards for teaching in higher education; and
Instructional trainings/certifications for course delivery that enhances pedagogy.

3.7. Discovery of Knowledge through Discipline-Guided Inquiry

Such inquiry involves inductive and deductive reasoning; qualitative and quantitative methodologies; hypotheses and propositions; measurements; accumulation of evidence; analysis and argument; interpretation and evaluation; and communication/publication of findings, concepts, and conclusions. Basic research is inquiry aimed at understanding the world. Applied research is inquiry aimed at enhancing the arts of teaching and learning, management of nature and human institutions, and developing practices and technologies useful to society. It is understood that much of this work in this realm in HES will be applied research in the area of Scholarship of Teaching and Learning.

Evidence of quality discovery of knowledge may include but is not limited to:

Published peer-reviewed journal articles;
Books, book chapters, monographs, and conference proceedings reporting or reflecting original research and scholarship;
Published authored or edited handbooks or reference books that cover a broad area in the designated field of scholarship;
Awards and recognitions for research and/or scholarship from professional organizations and societies;
Peer-reviewed and/or invited presentations at professional meetings and/or conferences;
Peer-reviewed published versions of invited and/or selected scholarly papers from professional conferences and/or meetings;
Published peer reviewed or invited reviews of books and media that address scholarship; and
Reviewed or edited submissions for a journal or book.

3.8. Creative Artistry and Literature

Creative artistry involves the creation, production, interpretations, and evaluation of cultural artifacts that generate new insight and interpretations with the potential to inspire and advance the quality of life in society. Creative artistry can be expressed through literary, performing, fine, and applied arts.

Evidence of quality Creative Artistry may include but is not limited to:

Awards and recognitions for artistic achievement from professional societies;
Creative/professional activities including film and concert productions, choreography and performances where discovery, transmission of knowledge advances the field;
Peer-reviewed or invited presentation of artistic product at conferences, meetings, or performances;
Work must call upon the faculty members academic and/or professional expertise, and will be evaluated on the unit’s criteria for excellence, including: peer review, impact, and significance and/or innovation;
Material and conceptual artistic production, curatorial practice, development of technology, interdisciplinary or collaborative artistic practice, socially engaged artistic practice/projects, one-person or collaborative/group exhibitions, one-person or ensemble live performance, and production of artist books, audio or video recordings pertinent to the faculty’s expertise;
Artistic performance, exhibition, recording, or broadcast at venues, studios with regional, national or international stature; and
Presentations at scholarly conferences or major performance or exhibition venues (especially refereed or invited presentations).

The literature aspect of this realm is typically not an expectation for HES faculty.

3.9. Technological and Managerial Innovation

Technological innovation provides the means by which knowledge and imagination in the sciences, humanities, and creative arts can be harnessed to drive the economic and social systems of the state, nation, and world, and ultimately provide new products, processes, and services.

This realm is typically not an expectation for HES faculty.

3.10. Extension and Engagement with Constituencies outside the University

Engagement with people and organizational constituencies outside the university is the principal means by which NC State and other land-grant universities fulfill their unique missions. Accomplishments in extension and engagement represent an on-going two-way interchange of knowledge, information, understanding, and services between the university and the state, nation, and world.

This realm is typically not an expectation for HES faculty and those faculty members interested in this engagement should discuss their interests with the department head to clearly articulate expectations in their SFRs.

3.11. Service to Professional Societies and the Discipline, and Service and Engagement within the University itself

Complex research-extensive universities and discipline-focused scientific and professional societies simply do not work effectively, efficiently, or for long without the dedicated and continuing investment of university faculty time and creative energy in the programs and governance of these organizations. Thus, service to and engagement within all parts of the university and its affiliated organizations, including professional, scientific and literary organizations (e.g. professional societies that serve a specific discipline, scholarly journals or presses, juried competitions) is valued, appreciated, and rewarded by NC State.

Evidence of quality service in professional societies and within the university itself, may include but is not limited to:

Contributions to the operation of the department, college, and university, such as serving on committees and search committees, or serving in administrative positions (e.g. program coordinator, director, etc);
Planning and/or evaluating special programs or initiative of interest to the department, college, or university;
Completing peer teaching evaluations;
Formally mentoring new faculty members;
Serving on accrediting teams for NC State and other institutions;
Awards and recognitions for service from professional organizations and societies;
Serving as a faculty advisor for student activity and clubs;
Preparing self-studies and other departmental or college reports;
Serving in leadership roles in professional organizations and enterprises, serving as a peer reviewer for professional colleagues external to the university;
Presenting to another class/group/on-campus organization; and
Organization of scholarly conferences or artist’s symposia/workshops.

4. Terms for Initial and Subsequent Contracts

4.1. Qualifications for initial appointment are outlined in section 3.3 under General Standards. Professional Track faculty in both the lecturer track and with professorial rank are also subject to all criteria described below and procedures outlined in (REG 05.20.34) Professional Faculty Ranks and appointments. HES hires faculty on part- (<0.75FTE) and full-time (= or >0.75FTE) contracts as appropriate to the departmental need.

4.2. An effort will be made by the department to provide notice of discontinuation of employment following guidelines in REG 05.20.34, item 6.4.

4.3. In alignment with REG 5.20.10 (Evaluation of Teaching), peer review of professional track faculty with 0.75 FTE or greater must be completed annually for the first three years of employment in a professional track faculty appointment and every three years after.

4.4. Initial appointment to the rank of Lecturer may not exceed a one-year term. Subsequent appointment to the rank of Lecturer may not exceed a three-year term.

4.5. Initial appointment to the rank of Senior Lecturer may not exceed a three-year term. Subsequent appointment to the rank of Senior Lecturer may not exceed a three-year term. In HES, Senior Lecturers must have a minimum of five years college-level teaching experience.

4.6. Initial appointment to the rank of Teaching Assistant Professor may not exceed a three-year term. Subsequent appointment to the rank of Teaching Assistant Professor may not exceed a three-year term.

4.7. Initial appointment to the rank of Teaching Associate Professor may not exceed a four-year term. Subsequent appointment to the rank of Teaching Associate Professor may not exceed a four-year term.

4.8. Initial appointment to the rank of Teaching Professor may not exceed a five-year term. Subsequent appointment to the rank of Teaching Professor may not exceed a five-year term.

5. Standards for Subsequent Appointment as Lecturer

5.1. All standards must be met to receive a subsequent appointment.

5.2. Ability or potential in the mutually agreed upon realms of responsibility.

5.3. A Lecturer is expected to be an excellent teacher and to have demonstrated abilities in the realms appropriate to their SFR or contracts (if FTE>0.75). Evidence of excellence in teaching undergraduate courses is documented by consistently strong student (ClassEval) and peer evaluations of teaching, as well as any supervisory/departmental evaluations that have been conducted. Candidates may also cite awards or other sources of formal recognition of their excellence in teaching, as well as other accomplishments considered in item 3.6 of this rule General Standards for Teaching and Mentoring of Undergraduate and Graduate Students.

5.4. The evaluation process focuses on the candidate’s performance as defined in each candidate’s Statement of Faculty Responsibilities.

6. Standards for Promotion from Lecturer to Senior Lecturer

6.1. Faculty who meet all of the following may be considered for promotion to the rank of Senior Lecturer

6.1.1. Lecturers with at least five (5) completed years of full-time college-level teaching experience.

6.3.2. Lecturers that meet the criteria in section 7.2.

7. Standards for Subsequent Appointment as Senior Lecturer

7.1. Standards. All standards should be met for subsequent appointment.

7.1.1. Ability or potential in the mutually agreed upon realms of responsibility.

7.1.2. Evidence of excellence in teaching undergraduate courses as documented by consistently strong student (ClassEval) and peer evaluations of teaching, as well as any supervisory/departmental evaluations that have been conducted. Candidates may also cite awards or other sources of formal recognition of their excellence in teaching.

7.1.3. At least five years of college-level teaching experience.

7.1.4. Other criteria as established by departmental rules (see 7.2).

7.1.5. The evaluation process focuses on the candidate’s performance as defined in each candidate’s Statement of Faculty Responsibilities.

7.2. Other criteria.

7.2.1. Demonstrated and sustained excellence in teaching through completion of teaching related certificates, trainings, and/or awarded grants as evidenced by the instructor’s pedagogy during the contract.

7.2.2. Demonstrated service beyond the Department such as within the University and/or professional organizations.

8. Title Change from Lecturer/Senior Lecturer to Assistant Teaching Professor

The change of a faculty member’s title from Lecturer or Senior Lecturer to a professional track Assistant Teaching Professor is not considered a promotion. The Department of Health and Exercise Studies follows NCSU REG 05.20.34, section 10.0.3, which reads in pertinent part:

If a Lecturer or Senior Lecturer attains the qualifications for the rank of Assistant Teaching Professor, a title change to a professional track Assistant Teaching Professor may be made if supported by a positive DVF vote, a justification from the Department Head, and approval of the Dean. This applies only when the individual’s qualifications have changed and the job responsibilities remain in the same line of duty. If the job duties change, then it is considered a new position and appropriate procedures must be carried out to fill it.

9. Standards for Subsequent Appointment to Assistant Teaching Professor

9.1. All standards should be met for subsequent appointment

9.2. Ability or demonstrated ability in the realms appropriate to their SFR

9.3. Potential for directing activities in the mutually agreed upon realms of responsibility

9.4. Demonstrated and sustained leadership through an established reputation in the individual’s profession, field of scholarship or germane creative activity at a statewide level

9.5. Ability and willingness to participate in department, college, and university affairs

9.6. The evaluation focuses on the candidate’s performance as defined in each candidate’s Statement of Faculty Responsibilities.

10. Standards for Promotion from Assistant Teaching Professor to Associate Teaching Professor

10.1. Faculty who meet all of the following may be considered for promotion to the rank of Associate Teaching Professor

10.2. Recognized ability and distinction in the realms appropriate to their SFR

10.3. Demonstrated ability to direct activities in the mutually agreed upon realms of responsibility

10.4. Demonstrated and sustained leadership through an established reputation in the individual’s profession, field of scholarship or germane creative activity at a national level

10.5. Demonstrated engagement in university governance at a departmental, college and university level

10.6. The evaluation focuses on the candidate’s performance as defined in each candidate’s Statement of Faculty Responsibilities.

11. Standards for Subsequent Appointment as Associate Teaching Professor

11.1. All standards should be met for subsequent appointment

11.2. Recognized ability and distinction in the realms appropriate to their SFR

11.3. Demonstrated ability to direct activities in the mutually agreed upon realms of responsibility

11.4. Demonstrated and sustained leadership through an established reputation in the individual’s profession, field of scholarship, or germane creative activity at a national level

11.5. Demonstrated engagement in university governance at a departmental, college and university level

11.6. The evaluation focuses on the candidate’s performance as defined in each candidate’s Statement of Faculty Responsibilities.

12. Standards for Promotion from Associate Teaching Professor to Teaching Professor

12.1. Faculty who meet all of the following may be considered for promotion to the rank of Teaching Professor

12.2. Demonstrated achievement in the mutually agreed upon realms of responsibility

12.3. Demonstrated ability to direct activities in the mutually agreed upon realms of responsibility

12.4. Demonstrated and sustained leadership through an established reputation in the individual’s profession, field of scholarship, or germane creative activity at a national level and a demonstrated presence internationally

12.5. Demonstrated engagement in university governance at a departmental, college and university level

12.6. The evaluation focuses on the candidate’s performance as defined in each candidate’s Statement of Faculty Responsibilities

13. Standards Subsequent Appointment as Teaching Professor

13.1. All standards should be met for subsequent appointment

13.2. Demonstrated achievement in the mutually agreed upon realms of responsibility

13.3. Demonstrated ability to direct activities in the mutually agreed upon realms of responsibility

13.4. Demonstrated and sustained leadership through an established reputation in the individual’s profession, field of scholarship, or germane creative activity at a national level and a demonstrated presence internationally

13.5. Demonstrated ability and willingness to participate in department, college and university affairs

13.6. The evaluation focuses on the candidate’s performance as defined in each candidate’s Statement of Faculty Responsibilities

14. Procedures

Procedures outlined in this section describe the principal elements and events of review in HES. These procedures are to be applied consistently and equitably to all cases of review, subsequent appointment, promotion, and tenure in HES. They are aligned with REG 05.20.34.

14.1. Section 9.1.2.b of the aforementioned REG describes the specific make-up of the DVF which states in pertinent part:

the DVF shall consist of all tenured, tenure-track, full-time (.75 FTE and higher) professional faculty with professorial rank equal to or greater than the rank under consideration.

14.1.1. In each case of initial appointment, subsequent appointment, or promotion, a vote shall be taken either by secret ballot or open ballot, with the method or voting to be decided by a majority vote of the DVF. Faculty members who cannot attend the meeting shall be permitted to vote in accordance with a process determined by the DVF in collaboration with the Department Head.

The Department Head shall report their recommendation and the vote of the DVF to the Vice Chancellor and Dean of Academic and Student Affairs (DASA). For appointments, the Vice Chancellor and Dean’s decision is final.

14.1.2. All faculty in the first year of their initial appointment in HES will be reviewed by all members of the DVF.

14.1.3. Pursuant to REG 05.20.10 – Evaluation of Teaching, section 3.3.4, “Peer review of non-tenure track faculty with 0.75 FTE or greater must be completed annually for the first three years of employment in a non-tenure track faculty appointment and then every three years afterward.” After the first three years of employment, peer review must happen (at a minimum) in the last year of the faculty’s current contract and prior to the DVF’s review, although review of teaching may happen more frequently.

14.1.4. End of contract review for all ranks will result in:

Eligibility for subsequent appointment in the same rank at an equal, lesser, or greater contract length, not to exceed the maximum length for the current rank;
Promotion to the next appropriate rank; or
Non-renewal

14.1.5. The evaluation process focuses on the candidate’s performance as defined in each candidate’s SFR.

14.2. Lecturer Track

14.2.1. Subsequent Appointment: To be considered for a subsequent contract at the same rank of Lecturer or Senior Lecturer, faculty shall submit their Statement of Faculty Responsibilities, and modified dossier to the Department Head to initiate the process by November 1 in the last year of the contract. The dossier should include activities that have occurred during the current contract appropriate to the faculty’s SFR. Examples of the required modified dossier are available for faculty. The process will then follow 11.1.1.

14.2.2. Promotion to Senior Lecturer: Faculty at the rank of Lecturer who wish to be considered for promotion to Senior Lecturer shall submit a statement of intent, Statement of Faculty Responsibilities and modified dossier to the Department Head to initiate the process. Notification to the Department Head regarding consideration should occur by August 25 of the year in which they wish to be considered. The process will then follow 11.1.1.

14.2.2.1. The modified dossier for promotion to Senior Lecturer should follow REG 05.20.20 and include the following from section 3: IA, C (optional), and all applicable parts of II-VI per their SFR. The modified dossier should be to the Department Head no later than October 15 in the year in which they are begin considered. Examples of the preferred modified dossier outline for Senior Lecturers are available for faculty and should include activities that have occurred during their current contract appropriate to the faculty’s SFR.

14.3. Professional Track Professorial Ranks:

14.3.1. Subsequent appointment: To be considered for subsequent appointment at the same rank, professorially ranked professional faculty shall notify the Department Head by March 1 of the year prior to the last year of their current contract. They will submit their SFR and dossier (as described in REG 05.20.20) to the Department Head. The process will then follow 11.1.1.

External letters are not required for subsequent appointments.

14.3.2. Promotion: In the case of promotion to Associate Teaching Professor, faculty shall notify the Department Head by March 1 of the year prior in which they wish to be considered. They will submit their SFR and dossier (as described in REG 05.20.20) to the Department Head no later than August 1.

External letters are not required for promotions of professional track faculty in University College seeking promotion to the rank of Associate Teaching Professor.

14.3.3. In the case of promotion to Teaching Professor, faculty shall notify the Department Head by March 1 of the year prior in which they wish to be considered. They will submit their SFR and dossier (as described in REG 05.20.20) to the Department Head no later than August 1. External letters are required for promotion to Teaching Professor. The faculty should be in contact with the Department Head regarding letters no later than May 1.

14.3.4. A vote shall be taken either by secret ballot or open ballot, with the method of voting to be decided by a majority vote of the DVF. Faculty members who cannot attend the meeting shall be permitted to vote in accordance with a process determined by the DVF in collaboration with the Department Head.

14.3.5. The Department Head shall report their recommendation and vote of the DVF to the UC RPT committee. The UC RPT Committee forwards their recommendation and vote to the Vice Chancellor and Dean. The UC RPT Committee procedures are in 05.67.12.

The Vice Chancellor and Dean will forward the assessments of the DVF, Department Head, and UC RPT Committee, along with their own recommendation, to the Provost. (See REG 05.20.34 Non-Tenure Track Faculty Ranks and Appointments) Sections 9.2.2 and 9.3.2) The Provost shall make a recommendation to the Chancellor for all positive decisions after consideration of the faculty member’s dossier, vote, and assessment of the DVF, and recommendations of the Department Head, UC RPT Committee, and Vice Chancellor and Dean of DASA. In case of negative decisions, the Provost’s decision is final.