Criteria for rank and time in rank may be waived by the Dean of Academic Affairs for individuals with exceptional merit.

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1 2.4 NURSING FACULTY PROMOTION IN RANK 02/95, 02/04, 08/07, 10/08, 05/09, 08/09, 04/10, 08/10, 10/10 I. ASSIGNMENT OF RANK AND ELIGIBILITY FOR PROMOTION New nursing faculty members are given initial appointment in rank by the Dean of Academic Affairs, based on the criteria described in Qualifications for Appointment in Rank. A full-time nursing faculty member, with prior teaching experience, will be employed at Bellin College for a minimum of one full year before applying for promotion. It is recommended that a new nursing faculty member with no prior teaching experience apply for promotion in rank at the end of their third year of teaching. A new part-time ranked nursing faculty member must be employed for five years before applying for promotion. For promotion from Instructor to Assistant Professor, the nursing faculty member must have held the rank of Instructor for a minimum of three years while demonstrating behaviors consistent with the rank of Assistant Professor. Experience prior to employment at Bellin College may be applicable. For promotion from Assistant Professor to Associate Professor, the nursing faculty member must have held the rank of Assistant Professor for a minimum of four years. For promotion from Associate Professor to Professor, the nursing faculty member must have held the rank of Associate Professor for a minimum of five years while demonstrating behaviors consistent with the desired ranks. Criteria for rank and time in rank may be waived by the Dean of Academic Affairs for individuals with exceptional merit. Please refer to Section II, I. for information concerning the Promotion Review Process for Administrators. II. PROMOTION REVIEW PROCESS Exhibit A is a flow chart of the promotion review process. Each step of the process is described in detail below. Dating each step as it is completed will provide the candidate with a record of progress. A. Professional Goals (see Guidelines for Professional Goal Development, Exhibit B) Professional Goals provide a ladder for promotion in rank and should be written within the first year of employment. They give long-term direction for the individual nursing faculty member's work. The nursing faculty member writes goals for their current rank, the rank they are applying for, and one rank thereafter. The goals for each rank are to be individualized to reflect the nursing faculty member's interests and assignments. These goals must correspond to the level of performance described in the Qualifications for Appointment to Rank (Exhibit C). This document includes the basic criteria and examples of goals for each rank, instructor through professor. The basic criteria are required for promotion. Special exception may apply as described earlier in this policy.

2 The Professional Goals become the criteria by which the individual is evaluated for promotion. Consequently, Professional Goals are reviewed annually and revised as necessary in consultation with the Dean of Academic Affairs. It is recommended that the nursing faculty member have the Rank and Promotion Committee review the goals well in advance of seeking promotion. The Committee reviews the goals to ensure that the level of performance described in the goals is consistent with the level of performance described in the Qualifications for Promotion to Rank (Exhibit C). The Committee will also review the Professional Goals as part of the actual promotion process. Annual Goals are derived, in part, from the individual's Professional Goals (see Annual Goal Guidelines). Annual Goals should reflect maintenance of the individual's current rank and/or movement toward the next rank. Annual Goals are reviewed as part of the performance evaluation. Tracks All nursing faculty automatically have Scholarship of Teaching/Learning and Scholarship of Engagement as the required two tracks. The remaining tracks are self-selected from one or more of the other three areas of scholarship. Scholarship Scholarship, the acquisition of knowledge, can be acquired through diverse ways. Scholars investigate new areas of knowledge, integrate existing knowledge into practice, and enhance student knowledge. Scholars increase their own knowledge, add to the existing knowledge of the profession, develop methods to enhance the knowledge of students, and facilitate knowledge and recognition of the institution. Scholarship evokes a passion for continual learning. There are five pathways to scholarship. The pathways are teaching/learning, discovery, practice (application), integration, and engagement. These following principles of scholarship were developed from the writings of Boyer (1990) and the American Association of Colleges of Nursing (1999). The scholarship of teaching/learning entails both the education of students as well as the promotion of scholarly activity for lifelong learning. It is the formation of methods to enhance student learning. It is more than the mere transmitting of knowledge. It is extending the knowledge and promoting an environment so that students can utilize the knowledge gained to the best advantage. The scholarship of teaching is visible in the application of professional knowledge in the teaching-learning process, the development of innovative teaching and evaluation methods, the promotion of the growth and trustworthiness of Bellin College programs and in the formulation of outcome evaluations. The scholarship of teaching is present in the mentoring of students as well as faculty members. The scholarship of discovery is the demonstration of a passion for new knowledge. It is the desire and commitment to acquire knowledge for its own sake. The scholarship of discovery reflects a freedom of inquiry that allows the pursuer to follow an investigation

3 wherever it may lead. The scholarship of discovery occurs in the form of research, theory development, and inquiry. It also occurs in advancing one s own knowledge base by continued education. The scholarship of practice (application) involves using professional knowledge in the practice arena. The scholarship of practice (application) allows for the interaction of theory and practice. The scholarship of practice (application) encompasses service and clinical activities in which new insights are generated. Scholarship of practice (application) is displayed during direct care giving, educating, consulting, and administrating activities. Professional knowledge must be enhanced, generated, or utilized through this scholarship process. The scholarship of integration is using knowledge from various disciplines to create a new shared meaning. The scholarship of integration requires the interaction between disciplines to advance the knowledge of both disciplines. This advancement occurs by re-examining knowledge in the light of information gleaned from another discipline. It is the shared work done by interdisciplinary teams to accomplish set goals. The scholarship of engagement is the purposeful work of faculty, staff, and students with individuals in communities. Engagement exemplifies the mutual goals achieved by partnerships. These partnerships include Bellin College faculty and students, the Bellin communities, and regional, national and international communities. Scholarship of engagement implies the expansion of faculty work in exploring and resolving health and wellness issues encompassing social, legal, political, economic, and/or ethical concerns. Empowerment of communities is the desired outcome of the scholarship of engagement. STANDARDS OF EXCELLENCE IN SCHOLARSHIP Scholars are seen to have six standards of excellence in scholarship. They are clear goals, adequate preparation, appropriate methods, outstanding results, effective communication, and the reflective critique of personal work. Clear goals: The scholar formulates objectives that are realistic and achievable. The goals should identify important questions in the fields of education and health care. Adequate Preparation: The scholar possesses an understanding of existing knowledge, and then goes forward from that point with the appropriate skills needed for further investigation. The scholar maintains certification and/or continued education to enhance teaching as well as to keep current with practices and trends. Appropriate Methods: The scholar establishes evidenced-based teaching methods appropriate to stated goals. The methods used will be an application of individual and /or collaborative intellect. The scholar will modify teaching methods in response to changing circumstances. Significant Results: The scholar achieves results which reflect stated goals. The accomplished work makes a contribution to education and practice.

4 Effective Presentation: The scholar uses an organized and diverse approach to present findings to colleagues in the professional field and other health care professionals. The scholar disseminates knowledge with clarity and integrity. Reflective Critique: Scholars critically evaluate their own work. The scholar uses peer and student evaluation to critique the work from different viewpoints. The scholar incorporates evaluative comments in improving or changing future scholarly work. CHARACTERISTICS OF A SCHOLARLY PRODUCT Characteristics of a scholarly product are originality, rigor, contribution to the profession, peer review, and communication to stakeholders. Originality: The scholarly product is a new area of research. The scholarly product is a new way to examine existing practice to improve it. Rigor: Scholarship should be based on quality not quantity. The scholarly product should reflect principles of reliability and validity and/or trustworthiness. Contribution to the Profession: The scholarly product achieves the stated goals and effectively contributes to the profession. The scholarly product opens additional areas in education and health care for further exploration. Peer Review: The scholarly product is peer reviewed. Using a series of specific strategies and guidelines, colleagues who are experts in the field, critically review the presented work. B. Portfolio Development The purpose of the portfolio is to provide evidence of professional development in relationship to the pre-established Professional Goals. The nursing faculty member is encouraged to establish a portfolio within the first two years of employment and to contribute to its development on an ongoing basis. The Guidelines for Portfolio Development (Exhibit D) will assist in the organization of the portfolio. An up-to-date portfolio enables the nursing faculty member to easily present their work to the Committee as part of the Promotion Review Process. C. Application for Promotion Complete the Application for Promotion in Rank (Exhibit E) and submits to Rank and Promotion Committee. D. Professional Goals Reviewed by Rank & Promotion Committee As part of the Promotion Review Process the Committee reviews the candidate's Professional Goals to confirm that the level of performance described is consistent with the level described in the Qualifications for Appointment to Rank (Exhibit C). The Committee may make recommendations for enhancement. A recommendation might be

5 to include activities that the Committee is aware that the candidate is involved in but has not been included in presented Professional Goals. The candidate may choose to either remain with the Professional Goals as originally written or may revise and return them to the Committee. E. Portfolio Submission The Portfolio will provide the evidence that the established Professional Goals are met. If the evidence provided does not demonstrate that the Professional Goals are met, the Committee may request additional evidence. The candidate may waive this opportunity to provide additional evidence. Candidates who may choose to waive this opportunity may not be able to proceed. F. Committee Decision The Committee will meet and discuss the candidate's application on a specified date. Committee Review The Committee may make one of the following recommendations and communicate outcome to the candidate: 1. Deny the promotion and return the portfolio to the candidate. 2. Identify additional criteria that must be met before the portfolio review can be completed. 3. Recommend in favor of the candidate for promotion and forward the portfolio and Summary of Review for Promotion (Exhibit F) to the Dean of Academic Affairs. The Committee will vote by written closed ballot for each of the candidate s tracks separately (first the teaching/learning track, second engagement, and third the track(s) that was selected by the candidate). The rating scale used for voting purposes is: -1.0, -0.5, 0, +0.5, A score of zero reflects a level of performance consistent with that described in the Qualifications for Appointment to Rank. A minus score (-0.5 or -1.0) indicates a performance less than described for that rank. A positive score (+0.5, +1.0) indicates a performance above what is described for that rank. The ballots are given to the Committee Chairperson who will tally the final score. If the Committee identifies a need, an opportunity for open discussion and one re-vote may occur. The Committee Chair will complete the Summary of Review for Promotion (Exhibit F). If the recommendation from the Committee is not to promote the candidate, the promotion review process ceases, and the portfolio is returned to the candidate with an explanation of the decision. If the Committee recommends in favor of the candidate for promotion, the portfolio is forwarded for Administrative Review.

6 G. Administrative Review Dean of Academic Affairs Review The Dean of Academic Affairs will review the Committee recommendation and the portfolio. After reviewing the candidate's materials and the recommendation of the Committee, the Dean of Academic Affairs may make one of the following recommendations and communicate the outcome to the candidate via a letter. 1. Deny the promotion and return the portfolio to the candidate. 2. Recommend in favor of the candidate for promotion and forward the portfolio and recommendation to the President/CEO. President Review The President will review the Committee s and Dean s recommendations in favor of the candidate for promotion and the candidate s portfolio. After reviewing the candidate s materials and the recommendations, the President may make one of the following recommendations and communicate the outcome to the candidate via a letter. 1. Deny the promotion and return the portfolio to the candidate. 2. Recommend in favor of the candidate for promotion and forward the portfolio and recommendation to the Board of Trustees. Board of Trustees Review The Board of Trustees will select two members who will review the recommendations and the portfolio determining promotion in rank. The candidate will be notified of the Board s decision by the President. The President will complete the Summary of Review for Promotion and will communicate the outcome to the candidate via a letter. H. Appeal of Promotion Denial If promotion is denied at the Committee or Dean level, the nursing faculty member has the right to appeal the decision. A request for reconsideration should be made in writing to the Dean of Academic Affairs within seven working days of receiving the notice of denial of promotion. The Dean of Academic Affairs will notify the faculty person of the final decision. If the nursing faculty member believes a procedural error in the promotion process has been made, the Employee Grievance Procedure can be utilized. I. Promotion Review Process for Administrators The Nursing Faculty Promotion Review Process was developed in 1995 and revised to meet profession standards and college engagement in the Rank and Promotion process. The policy, last revised August 2009, addressed the typical faculty rank and promotion sequence but did not provide for uniqueness associated with the Nursing Administrator in the role of the Dean of Academic Affairs, who may request consideration for promotion to the rank of Professor. Specifically, the current process requires the candidate to submit professional materials to the Rank and Promotion Committee, none of whom are appointed at the rank of Professor and each of whom are supervised and evaluated by the

7 Dean of Academic Affairs. Additionally, the Dean of Academic Affairs meets regularly with the President of the College to develop Professional/Annual Goals and Portfolio Development. Process Resolution: For an Administrator in the role of Dean of Academic Affairs, desiring to seek rank of Professor, the Promotion Review Process shall be modified so that the Application for Promotion in Rank and all candidate documentation be submitted directly to the President of the College for review. The Decision Process then continues as described below. President Review The President will review the Administrator s Application and Portfolio. After reviewing the Administrator s materials, the President may make one of the following recommendations, complete the Summary of Review for Promotion and communicate the outcome to the Administrator via a letter. 1. Deny the promotion and return the portfolio to the Administrator. 2. Recommend in favor of the Administrator for promotion and forward the portfolio and recommendation to the Board of Trustees. Board of Trustees Review The Board of Trustees will review the President s recommendation and the portfolio determining promotion in rank. The Administrator will be notified of the Board s decision by the President. The President will complete the Summary of Review for Promotion and communicate the outcome to the administrator via a letter. The Appeal of Promotion Denial is also modified in this case in that a request for reconsideration should be made in writing to the President within seven working days of receiving notice of denial of promotion. The President will notify the Administrator within seven working days of receiving the notice of denial of promotion. The President will notify the Administrator of the final decision. If the Administrator believes a procedural error in the promotion process has been made, the Employee Grievance Procedure can be utilized. III. MAINTENANCE IN RANK It is the individual nursing faculty member's responsibility to continue to demonstrate the level of performance that is consistent with their current rank. The annual evaluation process provides the opportunity for nursing faculty to demonstrate that they have continued a level of performance consistent with their rank. The Dean of Academic Affairs will identify when an individual is not continuing to maintain their rank and what action will be taken.