Department of Interdisciplinary Studies

TENURE AND PROMOTION FACTORS

Real-World Problem Solving for the 21st Century

Department of Interdisciplinary Studies

Deparmental Policies
Departmental Forms

The Department of Interdisciplinary Studies has two distinct groups of faculty.

Tenured and Tenure-track Faculty appointed in the Department of Interdisciplinary Studies. These faculty members hold their tenure or tenure-track status in the Department, which is an administrative unit of the College. Their teaching load is similar to comparable units at WSU adjusted for the demands of teaching non-traditional students. Faculty appointed in the Department of Interdisciplinary Studies are expected to attain excellence in teaching and scholarship, and to engage in substantive professional and/or public service. The Department has its own promotion and tenure committee, and its own promotion and tenure factors.

Research Faculty in the Department of Interdisciplinary Studies. These faculty members are appointed in the classifications of Assistant Professor (Research), Associate Professor (Research), and Professor (Research) and hold non-tenure track positions. Their primary responsibility is scholarly research and/or service. They may teach from time to time, but teaching is not considered part of their normal job duties.

The WSU-AAUP collective bargaining agreement identifies the three areas of Professional Achievement as Scholarship, Teaching, and Service. The factors below interpret these areas as they apply to Tenured and Tenure-track Faculty in the Department of Interdisciplinary Studies of the College of Urban, Labor, and Metropolitan Affairs. They are not to be interpreted as standards, and the accumulation of evidence in each category does not in itself constitute the basis for a claim to promotion or tenure.

I. Evaluation of Scholarly Achievement

Scholarly achievement is essential to the educational mission of the Department of Interdisciplinary Studies. Faculty are expected to demonstrate scholarship through the development of new knowledge and/or the synthesis of existing knowledge in such a way as to advance knowledge for other scholars. Such scholarship must be widely circulated in such a way as to be known by peers and favorably reviewed by them. A significant portion of scholarly activities should be published in sources that follow the practice of peer review of materials submitted for publication.

Because of the interdisciplinary nature of the Department and its special interest in developing innovative instructional approaches for non-traditional and traditional students, scholarly activities are more broadly defined than in other academic units. These several approaches to scholarship are elaborated in the following sections of this statement.

1. A faculty member must demonstrate professional competence in specialized disciplines or interdisciplinary research and must show the capacity for continuing scholarly achievement, as evaluated by appropriate peer review.
2. Such work should receive circulation in published monographs, articles, essays, textbooks, translations, anthologies, and edited volumes. In addition to such published scholarship, consideration may also be given to original papers and presentations to professional audiences, evaluated research proposals, research funding obtained after peer review or competitive processes from sources other than Wayne State University, published translations, and published reviews, notes, and abstracts. Whatever form such scholarship may take, it should be subject to appropriate peer review.
   In the arts, scholarship may consist of exhibition, performance or other creative activity. Exhibition and performance in the arts should be invited, refereed, and/or reviewed and should be regional and national, rather than solely within the University or local in character.
3. The focus of the Department on non-traditional learners provides the opportunity to conduct scholarly research in a range of interdisciplinary fields and on andragogical approaches to learning. Such studies constitute scholarship suitable for promotion and tenure when they are systematic investigations of curricula, pedagogy, and andragogy.
4. The innovative and interdisciplinary character of the program requires the development of original instructional programs and curricula. Normally such activities will be considered in the evaluation of teaching effectiveness. The development of instructional materials may constitute scholarly or professional achievement if all of the following requirements are met.
   1. Materials represent original research using primary or innovative secondary sources across traditional disciplinary lines.
   2. The resulting work creates new conceptual frameworks or insights for understanding the subject or so reorders the information as to constitute original interpretations.
   3. The materials are subject to peer review through established academic and professional procedures.
   4. Materials are disseminated via publication in recognized journals and other scholarly outlets.

II. Evaluation of Teaching Effectiveness

Effective teaching is an essential component of the educational mission of the Department. Excellence in teaching requires both a command of appropriate subject matter and the ability to communicate effectively. The interdisciplinary nature of the curriculum requires breadth of knowledge and flexibility of approach, combined with sufficient self-discipline to ensure intellectual rigor and accuracy. The focus on non-traditional, working adult students who have frequently been away from formal classroom-based education for many years requires added instructional skills. These include but are not limited to the ability to offer coherent presentations and to evoke student involvement, self-discipline, and active learning.

Equally important in assuring the vitality of the program are the development of curricula and modification of existing curricular materials; the preparation of new courses, workshops, and conferences; the creation of readers, television programs, online or web-based courses; and other modes by which students study independently.

The importance of teaching to the program requires thorough and precise evaluation of effectiveness. Careful application of the procedures and criteria specified below assures reliable assessment.

1. Procedures for the Evaluation of Teaching Effectiveness

   The evaluation of teaching effectiveness is a continuing responsibility of the instructor and the Department. The procedures to be used must include but are not limited to the following:

   1. Self-evaluation. Faculty should describe their teaching philosophy, objectives, procedures, and experiences in a teaching portfolio. They may also respond to any collegial assessments of their teaching.
   2. Student evaluation. In accordance with Article XXIX of the WSU-AAUP Agreement, faculty will routinely circulate standard Interdisciplinary Studies student evaluation forms in their classrooms, in addition to those supplied by the University. These forms will be compiled and analyzed when individuals are considered for promotion or tenure.
   3. Collegial evaluation may include assessment of student comments, direct observation of teaching, and discussions with the faculty member.
   4. Review of creative curricular materials by individuals from other institutions. These may include conference-course plans, syllabi, readers, online or web-based materials, TV programs, video or audiocassettes, or self-paced learning materials.
2. Criteria for the Evaluation of Teaching Effectiveness

   Evaluation must respect differences in individual teaching styles, course objectives, and subject matter. Relative emphasis and priority may vary, but the following criteria of teaching effectiveness delineate objectives essential to the Department of Interdisciplinary Studies.

   1. Students must be treated with respect. They are entitled to know what is expected of them, to receive planned and coherent presentations, to question and discuss, and to be fairly evaluated. Instructional approaches should recognize the special needs and strengths of adult learners. Syllabi are expected to follow the guidelines established by the University. Classes must meet as scheduled and follow the syllabus. Faculty must maintain office hours or other forms of access that assure reasonable opportunity for individual student conferences and be as responsive as circumstances permit to student needs and problems.
   2. Individual course materials and assignments must be consistent with curricular objectives and collegial agreements to ensure that interdisciplinary objectives are achieved. Course requirements and evaluation of students must establish a consistent demand for competent performance. Course presentation must be thorough and provide orderly exposition and development of course materials.
   3. Teaching methods must encourage student involvement and self-development as well as introduce information. Instructional style/content/delivery modality may vary in response to student needs.
   4. Curricular materials must reflect the breadth of scholarly and professional knowledge in the field, utilize forceful and effective presentation techniques, and recognize the experience and maturity of adult learners.

III. Evaluation of Non-Instructional Service

Non-instructional service is essential to the mission of the Department. Excellence in service may be manifested by evidence such as:

1. Participation and effective engagement in divisional, Departmental, College, and University committees and administrative activities; and counseling, recruitment, and retention activities.
2. Participation in activities related to the faculty member's discipline(s) or area of professional expertise, including membership and participation in professional organizations (e.g., organizing, chairing, and moderating panels, presenting or discussing papers), holding office in such organizations, serving as editor or as a member of the editorial board of professional journals.
3. Serving as a referee for journals or book manuscripts, as a judge for grant proposals, or as an external program reviewer.
4. Applying existing professional knowledge (i.e., the application of existing knowledge and techniques) in service to external groups or institutions (e.g., local, state, or federal agencies, community groups, non-profit groups, labor unions, businesses, foundations, etc.).

Revised March 2003