Faculty Evaluation Policy: Communication Disorders Program Standards

Approved by Communication Disorders Program Faculty 12/22/2023
Approved by Dean of Health Sciences [TBD]

References: See related Procedures Document and MOA on Transition to the new Procedures,
University Standards, and School Standards.
This policy covers all members of the Communication Disorders Program faculty,
including tenure-track faculty, non-tenure track faculty, and part-time faculty.

 

PREAMBLE

This policy specifies program-wide considerations for faculty evaluation in the
Communication Disorders Program (CMDS). This policy has been
developed to elaborate upon the unique efforts of faculty in the Communication
Disorders Program which may distinguish them from faculty in other
University programs. Consistent with University policy and negotiated
agreements, such distinctions should be incorporated into the faculty evaluation
procedure. As such, these standards are subject to periodic review and revision
as the needs of the program evolve.
The activities of Communication Disorders Faculty in the areas of teaching, scholarship,
and service should be well integrated into his/her/their philosophy, expertise, and
capabilities. These activities should, in general, be consistent with the program, school
and university missions. Each of the areas of teaching, scholarship, and service can be
weighted differently depending on the faculty member’s expertise, experience, and role.
The University Faculty Evaluation Policy (Effective Dates: May 2, 2007;
September 1, 2016, July 19, 2023-Policy File Number: II-10.5) and School-wide
Faculty Evaluation Standards for the School of Health Sciences shall also serve as
the standards for faculty evaluation.

This document cites the Faculty Evaluation Policy where it provides clarification
of the standards to be considered in the process of faculty evaluation. The excerpts
in italics from relevant sections of the University Faculty Evaluation Policy are
included to provide a framework for the program-specific sections of this
document. The Expectations for Rank or Level begin in section 10.0. 

 

5.0 UNIVERSITY STANDARDS FOR FACULTY EVALUATION

The University expects faculty to excel in a variety of ways and to balance teaching,
scholarship/creative activity (if applicable), and service effectively. Sustained excellence in
teaching is a necessary but not in itself sufficient condition for tenure or promotion to higher
rank or for reappointment to any faculty position that includes teaching. Scholarship leading to
peer-reviewed or other scholarly publications, grants, and/or creative work and activity is also a
requirement for tenure and promotion to higher rank. Exceptions to this expectation that are not
outlined below in 5.1 will be documented in the evaluation process through a recommendation at
any level of review. Faculty are also expected to contribute to University, community, and/or
professional life through service activities. Excellence in teaching and impact of service are
sufficient conditions for reappointment of non-tenure track or other faculty positions that exclude
research, scholarly or creative activity. 

5.1 Specifically, the University recognizes five scenarios:

5.1.1 Faculty who are hired under the full-time, Tenure-Track Instructor Lines MOA earn
Tenure at the rank of instructor. The emphasis of their work is expected to be on teaching
and service. Scholarship and/or creative activities is not required for the achievement of
tenure. However, those seeking promotion to a higher rank must meet the applicable
School and Program standards for that rank.
5.1.2 It is sometimes advisable to appoint, as tenure-track faculty, individuals who have
excellent credentials as practitioners or clinicians in an applied field but have not
 previously had the need to develop a scholarly program. Typically, these individuals will
have terminal degrees that are not research-based degrees. Such individuals should be
identified no later than year three in their evaluation cycle. They may be considered for
 tenure without concurrent promotion to Assistant Professor or Associate Professor,
provided that they have demonstrated a particularly high level of excellence in teaching
and service and that they are deemed likely to meet the standards for promotion in the
area of scholarship/creative activity after attaining tenure. 5.1.3 Candidates who
successfully pursue early promotion will be evaluated for tenure based upon their
performance during their entire probationary period and will not be required to pursue
additional concurrent promotion.
5.1.4 Visiting (Article XIII of the Master Agreement) positions in this policy are not
eligible for tenure and/or promotion. However, all faculty members who aspire to apply 
to a tenure-eligible position may engage in activities that will be expected of them,
should they succeed in attaining a tenure-track position.
5.1.5 Some of the positions in this policy include opportunities for a change from Level
III to Level II and Level II to Level I, as applicable to their appointment and the needs of
the University. In no cases is concurrent level change an expectation for reappointment.
5.2.3 The University recognizes that faculty members, either in response to
evaluations or in the interest of continuing vitality, may create individual paths
towards excellence in a blend of teaching, scholarship/creative activity, and
service that allows them to distinguish themselves. Consistent accomplishment
over time will be evaluated positively, while recognizing that a candidate’s
relative contributions to the campus community in terms of
teaching/librarianship, scholarly/creative/professional activity, and service
normally will vary over time. Therefore, short periods of relatively less activity
in one area should be complemented by greater activity in the others,
producing balance and a consistently high level of accomplishment overall.

 

6.0 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING  FACULTY

6.1 Teaching

6.1.1. Educating students, both inside and outside the classroom,
studio, or laboratory is the University’s primary purpose.
Therefore, performance in teaching carries the greatest weight
in the evaluation of faculty. All aspects of teaching, including
preceptorial teaching, will be evaluated in order to gain a clear
understanding of each faculty member’s performance.
6.1.1.1 Educating students, both inside and outside the
classroom, in the clinical setting, and in fieldwork is the
Communication Disorders Program’s (CMDS) primary
purpose. Therefore, performance in teaching carries the greatest
weight in the evaluation of faculty. All aspects of teaching,
including preceptorial teaching, will be evaluated in order to
gain a clear understanding of each faculty member’s
performance.
6.1.1.2 In addition to traditional classroom instruction, CMDS
faculty are often engaged in directed research and/or clinical supervision
of students.
6.1.1.3 The Communication Disorders Program encourages
the faculty to demonstrate teaching effectiveness by a variety of 
methods. There are multiple methods of attaining excellence in
teaching. Each individual faculty member is guided by a unique
pedagogical philosophy. The instructor’s pedagogical
philosophy should be reflected in instructional materials such as
syllabi.

 

6.1.2 In broad terms, excellence in teaching is characterized by:

6.1.2.1 A thorough and current command of the subject matter,
teaching techniques, and methodologies of the disciplines one
teaches.

6.1.2.1.1 A thorough and current command of the
subject matter, teaching techniques, and methodologies
of the discipline one teaches as defined by the nature of
the CMDS program.
6.1.2.1.2 A current command of subject matter,
teaching techniques, and methodologies should include
(but not be limited to): Evidence of continuing
education in one’s discipline, evidence of knowledge or
application of current methodologies in speech and
hearing science/speech-language-pathology and/or
audiology, and application of sound pedagogical
methods of instruction appropriate for both theoretical
and clinical coursework.

6.1.2.1.2.1 Additional evidence of maintaining current
knowledge in the field may include:
6.1.2.1.2.1.1 Maintenance of professional
certification such as the American SpeechLanguage Hearing Association (ASHA)
Certificate of Clinical Competence (CCC) and/or
Certification by the American Academy of
Audiology (AAA).
6.1.2.1.2.1.2 Evidence of current clinical practice
related to the discipline in which the faculty
member is assigned. Such practice should
suggest that the faculty member is engaged in
current, evidence-based practices.
6.1.2.1.2.1.3 Maintenance of professional
licensure by a state or federal agency (e.g.
Department of Education, State Licensure 
Board).
6.1.2.1.2.1.4 Recognition of continuing
education by professional organizations (e.g.
ASHA ACE Award).
6.1.2.1.2.1.5 Participation in local, state, and
national professional development activities
related to communication sciences and disorders.
6.1.2.2 Sound course design and delivery in all teaching
assignments–whether program or General Studies, introductory
or advanced offerings–as evident in clear learning goals and
expectations, content reflecting the best available scholarship
or artistic practices, and teaching techniques aimed at student
learning. 

6.1.2.2.1 Sound course design and delivery in all
teaching assignments, whether introductory or
advanced offerings, as evident in clear learning goals
and expectations, content reflecting the best available
scholarship and teaching techniques aimed at student
learning.
6.1.2.2.2 The process of sound course design will
include assessment of student learning. Student learning
should be assessed in terms of program and Universitywide learning outcomes. Information gathered from
student assessment (including but not limited to:
portfolio assessment and capstone/research projects)
shall be used to revise instruction accordingly.
6.1.2.3. The ability to organize course material and to
communicate this information effectively. The development of a
comprehensive syllabus for each course taught, including
expectations, grading, and attendance policies and the timely
provision of copies to students.
6.1.2.3. 1 The ability to organize course material and to
communicate this information effectively. The
development of a comprehensive syllabus for each
course taught, including expectations, certification
standards, grading, and attendance policies and the
timely provision of the syllabus to students.

6.1.2.4 Demonstration of respect for students as members of the
academic community through timely feedback and responses to
student communications.
 6.1.3 Where appropriate, additional measures of teaching excellence are:
6.1.3.1 Ability to use technology in teaching.
6.1.3.2 The capacity to relate the subject matter to other fields of knowledge.
6.1.3.3 Seeking opportunities outside the classroom to enhance student learning
of the subject matter.
6.1.3.4 The ability to lead, promote, and/or participate in successful creditbearing experiences in community engagement, service-learning, facultysponsored/mentored research, and global education.
6.1.3.5 Ability to create an inclusive and respectful environment.
6.1.3.6 Conveying to students the role of evidence in practice and
 encouraging students in the area of scholarly inquiry and
 applied research.
6.1.3.7 Seeking opportunities outside the classroom to enhance student
learning of the subject matter including service-learning
activities and advising student organizations.
6.1.3.8 Engaging in program assessment, curriculum development, and
curriculum assessment.

6.2 Scholarly and Creative Activity

6.2.1 The teacher-scholar model recognizes that a serious and continuing
commitment to engaging in scholarship or creative activity of one’s
disciplinary and/or interdisciplinary work consistent with rank and/or assigned
responsibilities, enriches teaching and is the foundation of sustained
excellence within the classroom.
6.2.2 Publications and creative work in support of reappointment and tenure
are those achieved during the tenure candidate’s probationary period. Activity
in support of a post-tenure promotion or range adjustment is that work
completed since the most recent promotion or range adjustment.
6.2.3 The University recognizes a wide variety of scholarly vehicles:

disciplinary or interdisciplinary research, pedagogical research, applied
research, integrative scholarship, community engagement and servicelearning, artistic or creative activity, and grant writing. Scholarly or creative
activities may take many forms and use different vehicles to communicate with
the broader academic community.
6.2.3.1 The University recognizes that the time and effort required to
complete scholarly or artistic projects may vary markedly among
disciplines and sub-disciplines. Such variance is addressed in approved
School and Program standards.
6.2.4 The burden is always on the candidate to document the
excellence of one’s work. In cases of shared or multiple authorship,
clarification of the degree of one’s participation is expected. In cases of
conference presentations or proceedings, clarification should be
provided with regard to the selectivity of the review process. Typically,
central to judgments regarding scholarly and creative activity are:
6.2.4.1 The capacity to bring scholarly or creative projects to
completion.
6.2.4.2 A mix of scholarly activities appropriate to one’s
appointment e.g., in some cases scholarly activity will be
primary, in others creative activity.
6.2.4.3 Judgments of the worth and significance of the work by
those qualified to make such judgments. These may include
disciplinary peers, professional organizations, ad hoc groups,
such as evaluation, judging, or refereeing panels. 

6.2.4.4 Documentation of the impact of one’s work
• with students
• within the scholarly area
• within higher education generally
• on documented standards of best practices in pedagogy
• in the application of one’s work
• as evident in citations of one’s work
• on public policy or institutions
• in the artistic/cultural realm
• or in an educational setting
6.2.4.5 Just as in the case of traditional scholarship involving
the discovery of new knowledge, when one’s work consists of
pedagogical, integrative, or applied scholarship, its significance
may be documented by demonstration of clear goals, adequate
preparation, appropriate methods, significant results, effective 

presentation, and reflective critique. Presentation before peers
and colleagues and advancing the discipline are also
expectations of alternate forms of scholarship.
6.2.4.6 The University understands excellence in a variety of
scholarly or creative activities to embody the following:
6.2.4.6.1 Books should be published by reputable
academic or trade presses and reviewed in appropriate
journals.
6.2.4.6.2 Articles, essays, reviews, and creative writing
should be published in appropriate scholarly/creative
journals or venues, whether print or electronic. Some
assessment should be made as to the quality of the
journal in which the piece appears, in particular, its
scholarly/creative reputation and whether or not the
journal or proceedings are peer reviewed.
6.2.4.6.3 Scholarly and creative activity that involves
students as co-presenters, co-participants, or coauthors.
6.2.4.6.4 A presentation should be evaluated on the
quality of its content and on the prestige of the meeting
where it was delivered. Qualitative judgments are best
made when copies of presentations are made available.
National and regional meetings should rank higher than
local meetings in most instances. Scholarly
presentations should be ranked more highly than nonscholarly ones. Competitive selections as well as
presentations receiving disciplinary acknowledgement
for excellence should be noted. In most disciplines a
record of scholarship based on presentations alone will
not be evaluated as highly as one including refereed
publications. 

6.2.4.6.5 Work in the arts may be evaluated by a number
of different measures: assessment of its quality by peers
or professional critics; the reputation of the gallery,
museum, or other artistic venue where it is shown or
presented; the respect afforded the organization for
which it is performed or under contract; or some other
measure of its success or impact (e.g. royalties, awards,
or impact on public debate or on other artists).
6.2.4.6.6 Other forms of scholarly or creative activity
9
that may appear in emerging scholarly or artistic media
may be included as well, provided that comparable
standards of peer review can be applied to them. 

6.2.4.6.7 Where reviews are included in a file as
evidence of the worth of a candidate’s scholarly or
artistic work, attention should be given to the
professional credentials of the reviewer and the
reputation of the journal or publication as specified in
School and/or Program standards.
6.2.4.6.8 Professional activities undertaken as a
practitioner or consultant are considered scholarly
activity when they go beyond the routine application of
knowledge to the creation of new knowledge and the
development of new standards for practice. Such
qualities distinguish between scholarship and
professional service. Those making the judgments
regarding the standards for applied research necessarily
involve more than clients and include academic peers
familiar with the area of practice under consideration.
6.2.4.6.9 In those disciplines with strong expectations of
practice to maintain current competency, appropriate
standards for determining the significance of this work
will be developed at the Program level and approved
through the standard procedure.
6.2.4.6.10 Grants or monetary awards that are funded
or reviewed as fundable from governmental or nongovernmental organizations are considered examples of
scholarship if those grants and awards are subject to
external peer review. 

6.2.4.6.10.1 The Communication Disorders faculty
member may be involved in collaborative grant writing
with other disciplines.
6.2.4.6.11 Faculty engaged in community outreach can
make a difference in the communities and beyond by
defining or resolving relevant social problems or issues,
by facilitating organizational development, by improving
existing practices or programs, and by enriching the
cultural life of the community. Scholarship may take the
form of widely disseminating the knowledge gained in
community-based projects in appropriate professional 

venues in order to share its significance with those who
do not benefit directly from the project.
6.2.4.6.12 The Communication Disorders Program
recognizes a wide variety of scholarly vehicles
including: disciplinary or interdisciplinary research,
scholarship of teaching and learning, applied/clinical
research, integrative scholarship, grant acquisition, and
achievement of specific criteria necessary for
professional licensure/certification. Scholarly activities
may take many forms and use different vehicles to
communicate to the broader academic community.
6.2.4.6.13 In addition to standards established by the
University and School of Health Sciences, the
Communication Disorders Program acknowledges
that examples of scholarly excellence in the discipline
may include the following:
6.2.4.6.13.1 Published treatment or evaluation
materials or resources. Submissions for
publication should be subject to a peer review
process prior to publication.
6.2.4.6.13.1 Publications in newsletters or
professional articles will be considered scholarly
work if the publication includes a peer review
process.

6.2.4.6.13.2 Professional achievement and
recognition in the disciplines of speech-language
pathology/audiology/communication sciences
may be considered as evidence of scholarly
activity if such recognition is based at least in
part on one’s scholarly work. Examples could
include specialty or board recognition,
recognition as a “Fellow,” or other special award
or recognition as defined by the profession,
where such recognition is typically based on
peer-reviewed scholarly achievement along with
other criteria. It is the candidate’s responsibility
to document the process used in determining the
recognition.  

6.3 University and Community Service

6.3.1 The faculty role includes contributions to the achievement of the
University’s mission through effective participation in governance activities,
including leadership roles at the Program, School, or University-wide levels.
These contributions may require the capacity to work collaboratively with
other members of the University community, including activities related to
alumni and the University Foundation.
6.3.2 Faculty may also contribute in broader arenas such as state, regional,
national or international organizations and disciplinary/professional
associations. In addition, faculty may contribute to the University’s public
mission, including its commitment to diversity, equity, inclusion, and
belonging, through service to our community, region, state or country. Per the
Carnegie definition, community engagement and service-learning that enriches
scholarship, research, and creative activity; enhances curriculum, teaching
and service-learning; prepares educated, engaged citizens; strengthens
democratic values and civic responsibility; addresses critical societal issues;
contributes to the public good enriches scholarship. Community engagement
and service-learning is particularly valued at Stockton.
6.3.3 The University expects faculty in their first five years of service to serve
the University and community at levels commensurate with their rank. Faculty
who are tenured, have multi-year contracts, and/or are of senior rank would be
expected to have more substantial records in this area, as demonstrated by
achievements in leadership on campus, in the community, to their disciplines,
and to professional organizations.
6.3.4 Evaluation of achievements in this area focuses on the significance of
participation, the impact of service, the scope of responsibilities, the
effectiveness of participation, and contributions to the functioning,
administration, and development of the University and other entities. Clear
goals, adequate preparation and appropriate methods of providing service,
significant results of the service, and reflection on the contribution and its use
to improve the quality of future service are all aspects of documenting
achievement in campus or community service. Sustained service is expected to
meet the minimum requirement of this responsibility. Compensated service is
generally not sufficient to meet the minimum requirements. However,
expectations for how it can be used to demonstrate excellence may be conveyed
in School and Program standards.
6.3.5 Evidence of effectiveness in University or community service may include
such items as:
6.3.5.1 One or more instances when one has used one’s professional
skills or knowledge for the benefit of the University, or of a non-University group or individual

6.3.5.2 Contributions to professional organizations that are focused on
service or professional responsibility as opposed to scholarship,
research, or artistic/creative work. For example, an officer ship or
service on a professional board may be more appropriately listed here,
whereas editing a special issue of a journal may be more appropriately
listed under the section on scholarship.
6.3.5.3 General civic or community activities to which one has
contributed one’s professional skills or a significant amount of time,
talent, energy, and involvement beyond that which might be expected by
the usual citizen or member.
6.2.5.4. In addition to the standards established by the University and
School of Health Sciences, The Communication Disorders Program
provides additional examples of excellence and effectiveness in
University or community service. While not requirements for tenure
and/or promotion examples may include:
6.2.5 4.1 The Communication Disorders Program encourages program
faculty to utilize their expertise in human communication, communication
disorders, and habilitative and rehabilitative services to promote the wellbeing of the community.
6.2.5.4.2 The Communication Disorders Program encourages program
faculty to seek leadership roles in professional organizations that promote
the work of speech-language pathologists, audiologists, speech and
hearing scientists, and the populations they serve.
6.2.5.4.3 The Communication Disorders Program encourages program
faculty to utilize their expertise and/or leadership skills in activities that
promote social justice, seek to decrease health disparities, and/or facilitate
the education of marginalized/vulnerable populations.

10.0 EXPECTATIONS FOR RANK OR LEVEL

The general criteria for faculty expectations have been outlined above. In addition, the
University has specific expectations for each rank or level. The expectations for each specific
rank or level are used to evaluate performance within that rank or level and when judging
readiness for promotion or advancement to the next higher rank or level. Generally, only
performance since the last promotion will be considered in the new evaluation.

 

10.1 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position III):

10.1.1 Have a minimum of a master’s degree or its equivalent in a field appropriate for
the appointment, and
10.1.2 Demonstrate a record of teaching toward excellence (in both Program and
General Studies courses, as assigned) and/or excellence in non-teaching responsibilities
as assigned; consistent with the program standards.
10.1.3 Document the capacity to contribute effectively through the use of professional
skills in service to the program, school, University, discipline, and community, as
applicable.

10.2 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position II and I):

10.2.1 In addition to 10.1.1, must also have attained a prominent role in their profession
(e.g. CPA, Hospital Administrator, elected official, broadcast journalist, uniformed
services leader) as specified in School and/or Program standards.
10.2.2 Document consistent excellence in teaching (in both Program and General Studies
courses, as assigned) and/or consistent excellence in non-teaching responsibilities as
assigned, and
10.2.3 Document progressively important service roles and demonstrate a capacity for
leadership, as identified in their individual contracts.

10.3 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position I):

10.3.1 Must have earned a terminal degree in their field,
10.3.2 In addition to 10.2.2, must also document distinction in teaching (in both Program
and General Studies courses, as assigned) and pedagogical leadership; and/or
distinction in non-teaching responsibilities and leadership as assigned
10.3.3 Document significant and sustained service roles and demonstrate leadership, as
identified in their individual contracts.

10.4 Tenure-eligible Instructors:

10.4.1 Must have earned a minimum of a master’s degree or equivalent from an
accredited institution in a field appropriate for the initial appointment. There are two
types of situations where individuals hold the rank of Instructor:
10.4.1.1 Those hired in tenure-track Instructor lines because of their teaching
excellence and from whom we do not expect scholarship or creative activity. These
individuals are expected to provide evidence for excellence in teaching (in both Program
and General Studies courses), and/or excellence in non-teaching responsibilities as
assigned and service as specified in their contracts. 

10.4.1.2 Those hired as Instructors because they do not yet hold the terminal degree in
their field. These individuals are expected to:
10.4.1.2.1 Actively pursue an accredited terminal degree, and
10.4.1.2.2 Provide evidence in meeting the University and Program’s standards
for excellence in teaching, scholarship or creative activity, and service
commensurate with rank of Assistant Professor.
10.4.1.2.3 Only those hired with expectations specified in their contract of
earning a terminal degree will automatically receive rank adjustment to Assistant
Professor upon documented completion of the terminal degree provided that
evaluations to that point are satisfactory.

10.5 Assistant Professors:

10.5.1. Must have a terminal degree or its equivalent from an accredited
institution in a field appropriate for the appointment, and
10.5.2 Demonstrate a record of continuous improvement in teaching (in both
Program and General Studies courses) toward excellence,
10.5.3 Demonstrate a growing record of scope and/or significance of scholarly
and creative activity beyond that presented to secure rank, and
10.5.4 Demonstrate the capacity to contribute effectively in the use of
professional skills in service to the University, discipline, and community.

10.6 Associate Professors:

10.6.1 Must achieve and maintain consistent excellence in teaching (in both
Program and General Studies courses) and demonstrate capability in
pedagogical leadership, such as the ability to demonstrate pedagogical
innovations to others within or outside their program;
10.6.2 Demonstrate a record of scholarly/creative activity that is recognized by
others within their discipline or area of specialization;
10.6.2.1 Elaboration of this standard for promotion to Associate
Professor in the Communication Disorders program includes
demonstrating the progression of a scholarly agenda during the
probationary period with the optimal outcome of this work consisting
 of the following scholarly accomplishments:
• a track record of peer-reviewed scholarly presentations at the
state, regional or national level
• one peer-reviewed publication by the time of review for tenure
year. It is expected that the faculty will make the primary
contribution to the publication, usually designated as first
author. In cases of shared or multiple authorship in which the

faculty is not first author, clarification of the degree of one’s
participation is expected. Evidence of such may include, but is
not limited to, the journal review guidelines describing
authorship and level of participation.
and
10.6.3 Document progressively important service roles and demonstrate a
capacity for leadership.

10.7 Professors:

10.7.1 Must achieve a consistent record of excellence in teaching (in both
Program and General Studies courses), including curricular contributions,
pedagogical leadership, and/or in activities that support the achievement of
teaching excellence throughout the University;
Expectations for tenure and promotion to Professor in the Communication
Disorders Program are elaborated as follows:
10.7.1.1 Evidence may include the impact of teaching on scholarship or
 service
10.7.1.2 Examples include, but are not limited to:
10.7.1.2.1 Supervisory roles in students’ scholarly projects and/or clinical
placements such as supervision of specialty clinics or supervision of
students during community outreach programs.
10.7.1.2.2 Student-faculty collaborations through co-authored
presentations and or publications.
10.7.1.2.3 Curricular contributions. This may consist of course
innovations, new courses implemented to meet demands in the
program/field or to reflect paradigmatic changes in the field, and
expansion upon one's course offerings. Additional examples include:
development of new course modules, lab experiences, experiential
learning, clinical simulations, or community engagement.
10.7.1.2.4 Pedagogical initiatives at the program, school, or University
level. Examples of such initiatives may include: program-wide
assessment of student learning (e.g. developing questions for
comprehensive examination, evaluating student portfolios, incorporating
professional standards and licensure requirements into precepting.)
10.7.1.2.5 Teaching collaboration beyond the program with faculty from
other disciplines or other institutions of higher learning.  

10.7.2 Must achieve and continue to demonstrate a record of scholarly/creative
activities that are nationally and/or internationally recognized as outstanding and
significant;
10.7.2.1 The Communication Disorders Program acknowledges four
overlapping areas of scholarship to include: discovery (creating and sharing
knowledge), integration (providing meaning by placing knowledge in
context), application (actively engaging with society), and teaching and
learning (helping others gain understanding). These types of scholarship are
outlined in Boyer (1990), Scholarship Reconsidered: Priorities of the
Professoriate and are equally valued.
10.7.2.2 The Communication Disorders Program recognizes that the
time and effort required to complete scholarly activity varies markedly, and
it is not feasible to specify these amounts as prerequisites for promotion.
Faculty members are encouraged, instead, to develop and maintain a
program of scholarship that demonstrates their capacity to bring scholarly
projects to a close, in a time frame consistent with the faculty member’s
role in the project by following a time frame appropriate to the faculty
member’s expertise, experience, and role.
10.7.72.3 The following are examples of characteristics of scholarly
products that the Communication Disorders Program may consider as
evidence of scholarly excellence.
• Nature of the product's content. Publications may include original research
in the candidate's field of study, interdisciplinary scholarship, pedagogical
research, or scholarship in areas outside the candidate’s specialty.
• The program recognizes the various roles that a faculty member may
contribute to a project. In addition, the program places value on
scholarship that includes students as co-presenters or co-authors. In cases
of interprofessional work or co-authoring with students, the nature of the
project may dictate the level of authorship. As such, the level of
authorship of the faculty member is judged in this context.
• Professional activities undertaken as a practitioner or consultant are
considered scholarly activities when they go beyond the routine
application of knowledge to the creation of new knowledge and/or the
development of new standards for practice.
• Achievement of specialty or board recognition, recognition as “fellow” or
other special award, or other recognition as defined by the profession.
and
10.7.3 Must be stewards of service; they must play and continue to play a major
role in significant University initiatives, major public initiatives, or hold key
positions in their professional organizations. Professors must demonstrate that
their service is recognized as outstanding in quality, effectiveness, and scope.

10.7.3.1 Professors in the Communication Disorders Program must
demonstrate that their service is recognized as outstanding in quality,
effectiveness, and scope. Professors are expected to continue to serve the
Program, School, University and the Community consistent with their
philosophy, expertise, and experience.
10.7.3.1.1 Professors in the Communication Disorders Program
may utilize their knowledge and experience in types of activities
that include the following:
10.7.3.1.2 To promote the well-being of the greater
community.
10.7.3.1.3 To seek leadership roles in professional
organizations that promote the work of speech-language
pathologists, audiologists, speech and hearing scientists,
and the populations they serve.
10.7.3.1.4 To utilize their expertise and/or leadership skills
in activities that promote social justice, seek to decrease
healthcare and educational disparities, and/or facilitate the
education of marginalized/vulnerable populations.