Post-Tenure Review

Guidelines for Candidates

The purpose of the post-tenure/post 6 year review process is to provide you with an opportunity:  to reflect on your professional activities over the past five years, to receive feedback from the ART committee regarding their evaluation of your effectiveness/contributions, and to define your goals for the next review cycle.

To facilitate your own reflection and the ART committee’s evaluation of your performance, we ask you to use the enclosed format to summarize your activities over the last five years and offer your own assessment of your performance.  You don’t need to follow the form precisely, but consider the items under each major heading (especially Teaching and Scholarship) as touch-points for your self-assessment. 

As we have in the past, we ask you to “feature” one of your courses as an example of how you create learning experiences for students, by responding to questions we ask in promotion and tenure portfolios.  Your Chair/Dean will be asked to visit this (or another) class as part of the Chair Assessment process.

Whatever format you use, however, it is important that you describe what you have done and reflect on it and that you address each of the three primary areas of faculty evaluation: teaching, scholarship, and service.  Each section can be structured into a list followed by a few paragraphs of reflection.

Please note the page length suggestions for each section.  The entire length of your commentary, including list of service activities, should not exceed 15 pages. 

All forms must be submitted electronically as a PDF on a flash drive given to Academic Affairs.

Please also submit your self-assessment to your Department Chair or Dean who will add his or her own evaluation comments.

January 15

Faculty self-assessment submitted to Academic Affairs (Copies may be given to Dean if you would like)



A. Teaching effectiveness

Teaching effectiveness is the most important of the dimensions of faculty performance. An important corollary responsibility is to advise students.  Use the following outline as a guideline for describing your activities and assessment of your own effectiveness.  Note:  course load data will be provided by the Provost’s Office. Chairs and Deans will also review student evaluations.

  1. What things (activities, approaches, changes) have you done to enhance your teaching effectiveness (especially challenge, rigor, critical thinking) in specific courses?
  2. What conclusions do you draw/issues that arise from your student evaluations?
  3. What new courses have you proposed/offered; what has been your involvement in departmental/program curriculum revision?
  4. Number of advisees, approaches/activities.
  5. Overall assessment of strengths/areas for improvements.

Length:  3-4 pages

B. Profile of One Course

Write a brief, reflective statement that responds in spirit to the questions below.  Provide relevant material, including course syllabi (including statement of course objectives), exams, assignments, exercises, and student work, which presents an accurate overall portrait of you as a teacher.  Describe what you do best as well as areas that you think need improvement.

  1. How do the course objectives stated in the syllabus reflect the educational objectives of the University or your department.
  2. How does the organization of the course connect with the course objectives?
  3. What teaching methods do you use? What is the rationale for choosing these methods?
  4. Respond to as many of the following as are applicable:
    1. What do you do to promote critical/creative thinking in the course?
    2. What do you do in this course to encourage active/participative learning by students? How does this facilitate independent thinking?
    3. If you use technology in this class, how does it enhance student learning?
    4. Do you include issues of values and ethics in this course? How?
    5. What do you think students find most challenging about this course?
  5. What, in your opinion, are the major strengths of this course?
  6. In what ways do you feel this course could be improved?
  7. Add any comments you feel were not addressed above that would be relevant in evaluating your teaching in this course.
  8. In an Appendix include samples of course products, such as student exams or papers (with identities removed), which illustrate how you structure learning experiences and respond to them.

Length:  3 pages



Full-time faculty at CLU are expected to be engaged in a sustained program of research, scholarship, or creative activities in their field of expertise and to have presented the results in a professional, peer-reviewed forum.  CLU embraces a broad definition of scholarship, informed by the work of Ernest Boyer.1  It may include all forms of scholarship as well as critical analysis and arts performances.  Publications in professional journals or reviews of performances by professional peers are expected to be a component of each faculty member’s dossier of scholarly products.

1 Boyer, E.L. Scholarship Reconsidered: Priorities of the Professoriate.  Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching, 1990.

Forms of scholarship include:
  • Scholarship of discovery – traditional research, the creation of new knowledge through original investigation.
  • Scholarship of integration – the critical evaluation, synthesis, analysis, integration, or interpretation of the research of creative work produced by others. It may be disciplinary, interdisciplinary, or multidisciplinary in nature and includes the varieties of artistic interpretation and performance.
  • Scholarship of application – the application of disciplinary expertise to the investigation of intellectual, social, or institutional problems. In the arts it can involve mastering a new performance repertory or exploring a style of creative activity developed by someone else.
  • Scholarship of teaching/practice –the use of one’s expertise as a teacher to develop, transform, and extend the skills, methodology, and resources of pedagogy in artistic, disciplinary, or interdisciplinary teaching. It includes research and other creative work that focuses on the improvement of teaching and learning.
Consider the following categories as suggestions:
  1. Publications/presentations/creative works completed in the last five years:
    (Include only books or articles published by a professional press/journal and papers, publications/presentations in progress or projects presented to or reviewed by scholarly/professional peers.)
  2. For either of these, you might comment on involvement of students in scholarly or creative activity:
  3. Grant proposals for scholarship and status of proposals
  4. Plans for the future.

Length:  2-3 pages



 An important characteristic of CLU is that faculty members are expected to be active contributors to the whole life of the University.  Such involvement and service can take many different forms, however.  For this section, simply list your activities (with dates), noting where you have provided leadership, at the department or university-wide level.  CLU also places great value on its faculty members’ involvement in communities beyond the university.

  1. Within the University:
  2. In the wider community:
  3. To the profession:

Length:  2 pages





  1. Teaching/Advising
  2. Scholarship
  3. Service
  4. What support do you need for any of these?

Length:  2 pages