Department of English

FACULTY HANDBOOK

2013-2014

voice: 806-742-2501

fax: 806-742-0989

MS 3091

www.english.ttu.edu

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Table of Contents

Administrators and Staff .......................................................................................... 3

Departmental Research Labs ................................................................................... 4

Faculty of the Department of English ..................................................................... 5

Departmental Support for Faculty .......................................................................... 7

Departmental Policies and Procedures .................................................................10

Teaching: University Policies and Procedures .....................................................14

Departmental Committees ......................................................................................20

Undergraduate and Graduate Programs ..............................................................20

University Programs ...............................................................................................21

Tenure and Promotion, Departmental Procedures .............................................22

Tenure and Promotion, College of Arts & Sciences Procedures ........................37

Tenure and Promotion, University Procedures ...................................................42

Third-Year Review, College of Arts & Sciences Procedures ..............................50

New Faculty Mentoring ..........................................................................................53

Comprehensive Performance Evaluation .............................................................54

Annual Performance Evaluation ...........................................................................57

Faculty Development Leaves ..................................................................................60

Parenting Leaves .....................................................................................................61

Emergency Action Plan ..........................................................................................62

Index .........................................................................................................................67

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Administrators and Staff

In addition to serving as faculty, several individuals within the department also have administrative responsibilities. Each

one of these administrators can be reached at 742-2501, or through Microsoft Lync..

Dr. Bruce Clarke, Interim Department Chair (212H, bruce.clarke@ttu.edu) manages the department’s operations and

budget. This responsibility involves writing reports, signing forms, and doing various numerical calculations. Assisted by

the department’s committees, he coordinates activities regarding recruitment, retention, and evaluation of faculty as well as

strategic planning, promotion of the graduate and undergraduate programs, and representation of the department to the

college, the university, and the community.

Dr. Marliss Desens, Associate Chair (212D, m.desens@ttu.edu) schedules classes, responds to student grievances, assists

the mentoring of new faculty, and works strategically with the Literary Studies Committee. She assists the Chair and

promotes strong intradepartment collegiality as well as department/university/community connections.

Dr. Miles Kimball, Director of Technical Communication (211A, miles.kimball@ttu.edu), coordinates the program in

technical communication, administers the B.A. in Technical Communication, and provides leadership and visibility, both

inside and outside the department, for the department’s graduate and undergraduate programs in technical communication.

Dr. Brian McFadden, Director of Graduate Studies in English (211B, brian.mcfadden@ttu.edu), administers the M.A. in

English and the Ph.D. in English, and the Ph.D. in Technical Communication and Rhetoric. He helps schedule graduate

classes, advises students on their course schedules, and assists them in completing their degree plans.

Dr. Joyce Locke Carter, Director of Graduate Studies in Technical Communication and Rhetoric (211A,

joyce.carter@ttu.edu), administers the M.A. in Technical Communication and the Ph.D. in Technical Communication and

Rhetoric. She helps schedule graduate classes, advises students on their course schedules, and assists them in completing

their degree plans.

Dr. John Samson, Director of Literary Studies (481, john.samson@ttu.edu), coordinates the undergraduate program and

faculty in Literary Studies, and provides leadership and visibility, both inside and outside the department, for the

department’s mission of literary study.

Dr. William Wenthe, Director of Creative Writing (312A, william.wenthe@ttu.edu), coordinates the program in Creative

Writing, supervises the teaching of 2000-level creative writing courses, and provides leadership and visibility, both inside

and outside the department, for the department’s graduate and undergraduate programs in Creative Writing.

Dr. Min Joo Kim, Director of Linguistics (480, min-joo.kim@ttu.edu), coordinates the program and faculty in Linguistics,

and provides leadership and visibility, both inside and outside the department, for the department’s mission of language

study.

Dr. Jen Shelton, Director of the Distance Literature Program (486, jen.shelton@ttu.edu), coordinates planning and

scheduling and assists training for literature faculty developing and delivering distance courses.

Dr. Susan Lang, Director of First-Year Writing (211D, susan.lang@ttu.edu), supervises the teaching of first-year

composition (1301 and 1302), develops syllabi and teaching materials for the courses, advises instructors and students, and

coordinates with writing-across-the-curriculum initiatives at the college and university level.

Dr. Monica Norris, Associate Director of the Director of First-Year Writing (English 211D, monica.norris@ttu.edu)

manages the offerings in first-year composition, enrolls students in appropriate sections, supports the instructors with

materials and advice, and answers questions from students, parents, academic and athletic advisors, and administrators.

Suzi Duffy, Undergraduate Advisor (211C, suzi.duffy@ttu.edu), advises English majors and others minoring or

specializing in English, and assists these students in registration and completion of their degree requirements. The advising

office is open M-F, 10:00-12:00 and 1:00-5:00 during long semesters.

Juanita Ramirez, Business Manager (212G, juanita.ramirez@ttu.edu), serves as the right hand of the chair and associate

chair. She supervises all personnel forms, knows who to call about payroll and budget issues, and in general, keeps the

office running.

Carlos Ramon, Account Processor (212A, carlos.ramon@ttu.edu ), oversees and reconciles departmental accounts, assists

faculty with internal and external grant accounts, and assists the business manager.

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Quita Melcher, Graduate Assistant (212E, quita.melcher@ttu.edu), supports the Directors of Graduate Studies in

responding to all inquiries about the graduate programs, maintains graduate records, and assigns offices.

Ashley Olguin, Undergraduate Assistant (212C, ashley.olguin@ttu.edu), directs students and faculty to people who can

answer their questions, and manages all copying requests, mail distribution, and forms for travel, course evaluations,

incompletes, grade changes, and processes purchase orders.

Jennifer Forbes, Building Operations Assistant (English 212B, jennifer.forbes@ttu.edu) keeps track of classroom

equipment and building repairs. She also assists the associate chair with scheduling, especially the assignment of available

classrooms, and manages building keys and copying requests.

Brandon Sires, Coordinator of Information Technologies (English 356, brandon.sires@ttu.edu) is the manager of the

department’s computer-based classrooms and administrator of the department’s servers. He also provides technology

support to instructors in their offices and classrooms.

Departmental Research Labs

The Digital Humanities Lab (DHL) (102) provides training to faculty and students in the best practices of scholarly

editing in digital environments. It supports faculty research that takes the form of digital archives and editions. Volunteers

in the DHL develop skills that open opportunities to work with Special Collections and the University Library and to build

digital projects in their own areas of specialization. For more information, go to

http://www.depts.ttu.edu/english/digital_humanities/index.php. The LetterPress Lab (LPL) ( ) is a workspace and gathering place within the department for students, faculty, guests, and

members of the Texas Tech and larger community who wish to have firsthand experience of the stages of handpress book

production: papermaking, typesetting, printing, folding, binding, etc. To date, the LetterPress Lab houses an Adana

handpress, a nineteenth-century printer’s type cabinet, about a dozen type cases, and several partial sets of assorted type.

For more information, go to http://www.depts.ttu.edu/english/letterpress_lab/index.php.

The Media Lab (362) supports the computer-mediated teaching, research, service, and grant writing work of students,

faculty, administrators, and staff in the English department. Support is available for activities including printing, ePortfolio

and webpage design, podcasting and audio recording, video capture and editing, multimodal writing, online courses,

scanning, conference presenting, resume building, and more. Contact mull@ttu.edu. For more information, go to

http://www.depts.ttu.edu/english/medialab.

The Phonetics and Phonology Linguistics Lab (PPLL) (403) employs experimental methods to address questions related

to language and linguistic theory. Making use of both perception and production studies, the PPLL specializes in phonetics

and phonology research, with an emphasis on the interface between these modules. PPLL members may also provide

support to or ally with other members of the faculty to conduct experimental studies in additional areas of linguistics.

Director: Aaron Braver. Contact aaron.braver@ttu.edu.

The Usability Research Lab (URL) (354-355) helps to improve user experience with a wide range of products—including

web sites, software, mobile devices, and other hardware—by providing usability testing to clients inside and outside the

university. The URL also offers instruction to graduate students, faculty, and staff in the department and throughout TTU

on usability testing, user-centered design, and related subjects. Highlighted most recently by the development of EyeGuide

Tracker, a patented eye tracking and control technology, the URL also conducts groundbreaking research. Director: Brian

Still. For more information, go to http://www.depts.ttu.edu/english/usability/.

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Faculty of the Department of English

Office

1. Aycock, Wendell Comparative Literature 208

2. Baake, Ken Technical Communication & Rhetoric 363B

3. Baehr, Craig Technical Communication & Rhetoric 363F

4. Barrera, Cordelia Latina/ Latino Literature 205

5. Batra, Kanika Postcolonial British Literature 479

6. Bauer, Curtis Creative Writing 466

7. Baugh, Scott Film Studies 463

8. Borshuk, Michael African American Literature 425

9. Braver, Aaron

10. Cargile Cook, Kelli

Linguistics

Technical Communication & Rhetoric

312C

363A

11. Carter, Joyce Locke Technical Communication & Rhetoric 363C

12. Clarke, Bruce Literature and Science 210A

13. Cortese, Katie

14. Couch, Julie Nelson

Creative Writing

Medieval Literature, Middle English

312G

431

15. Covington, Dennis Creative Writing 434

16. Crowell, Douglas American Literature 427

17. Daghistany, Ann Comparative Literature 207

18. Desens, Marliss Renaissance Literature 429

19. Dragga, Sam Technical Communication & Rhetoric

20. Eaton, Angela Technical Communication & Rhetoric 363G

21. Hackenbracht, Ryan Renaissance Literature 428

22. Hawkins, Ann Bibliography & Research Methods 435

23. Hooley, Matt

24. Hurst, Mary Jane

American Literature

Linguistics

312B

485

25. Kim, Min-Joo Linguistics 480

26. Kimball, Miles

27. King, Abigail Selzer

Technical Communication & Rhetoric

Technical Communication & Rhetoric

363

474

28. Koerber, Amy Technical Communication & Rhetoric 363D

29. Kolosov-Wenthe, Jacqueline Creative Writing 433

30. Kvande, Marta British Literature, 18th Century 432

31. Lang, Susan Technical Communication & Rhetoric 488

32. McFadden, Brian Old English 430

33. McNamara, Roger

34. Moore, Kristen

Comparative Literature

Technical Communication & Rhetoric

422

426

35. Mullen, Mary

36. Navakas, Michele Currie

British and Irish Literature, 19th Century

Early American Literature

421

312D

37. Patterson, Jill Creative Writing 312E

38. Poch, John Creative Writing 312F

39. Purinton, Marjean British Literature, 19th Century Honors College

40. Rice, Rich Technical Communication & Rhetoric 472

41. Rickly, Rebecca Technical Communication & Rhetoric 489

42. Ruckavina, Alison

43. Samson, John

British Literature, 19th Century

American Literature, 19th Century

426

481

44. Schoenecke, Michael Popular Culture, Film Studies 482

45. Shelton, Jen British Literature, 20th Century 486

46. Shu, Yuan Contemporary American Literature 465

47. Snead, Jennifer British Literature, 18th Century 204

48. Spurgeon, Sara Literature of the Southwest 206

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49. Still, Brian Technical Communication & Rhetoric 483

50. Wenthe, William Contemporary Poetry; Creative Writing 312A

51. Whitlark, James Comparative Literature 464

52. Whitney, Allison Film Studies 473

53. Zdenek, Sean Technical Communication & Rhetoric 487

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Departmental Support for Faculty

1. Copying, Computing, Supplies, etc.

The Department of English includes 53 tenure-line faculty, 20 part-time and full-time instructors, and 90 Graduate Part-

Time Instructors (GPTIs). Your cooperation and frugality are essential to supporting the teaching and research missions of

such a large number of faculty on the always tight Maintenance and Operations Budget. In the effort to assist all faculty as

fully and fairly as possible, the following policies and procedures have been adopted.

Computing: One goal of the department is to ensure that all faculty computing needs are supported. New faculty receive

computers as part of their start-up package; continuing faculty may request periodic updates.

Copying: All instructional faculty may leave their syllabi, policy statements, mid-terms and finals in the work-tray in 212

to be copied on the ABDick. Further, faculty teaching courses above 1301/1302 and having twenty or more students may

leave class handouts to be copied on the ABDick. Please provide staff with at least 24-hours turn-around time on your

smaller requests for copying and at least 48-hours turn-around time for requests involving more than three pages of multiple

copies. Note that for confidentiality, midterms, finals, and quizzes need to be placed in an opaque folder.

Faculty are allotted 600 copies per semester. Ashley Olguin will give you a personal code for the copy machine.

For additional copying needs, faculty may want to consult CopyTech in the Student Union Building. CopyTech is able to

make course packets, as well as transparencies and individual copies. They provide free pick-up and delivery and will also

print from electronic files e-mailed as attachments to copytechsub@ttu.edu.

E-Reserve: For those faculty interested in conserving paper, assistance is available from the E-Reserve Division (2-2265

or libraries.reserve@ttu.edu) at the University Library in putting your course syllabi and assigned readings online as pdf

files. This is a free service. You may place both electronic material and print material on course reserve. Check the

Copyright Information and Guidelines. If the item needs copyright permission, this permission must be granted

before any items will be placed on reserve. Submit your request online by completing a Course Reserve Request

Form.

The Flower Fund: The department sends flowers or cards to faculty or staff who are hospitalized. We pay for flowers and

cards from donations.

Mail, phone, fax, etc: All instructional personnel have mailboxes in 213 for incoming mail. In 213 is a fax machine for

faculty use; please record your name and the number to which you are faxing materials on the sign-up sheet near the

machine. To send a long-distance fax, dial 881, then the number of the machine to which you’re faxing. 213 also has a

landline telephone; to dial long-distance on this phone requires no special code.

Room reservations and AV equipment: Please consult Jennifer Forbes (212B) for room and equipment reservations.

The department has COWs (Computer on Wheels), VCRs, DVDs, overhead projectors, and slide projectors.

Supplies: In the mail room (213), the department maintains supplies of grade books, pencils, envelopes, and so on. Please

note that such supplies are for university-related teaching and research only.

Travel: The department funds travel--to conferences for professional purposes, such as presenting a paper, chairing a

session, attending as the officer of an organization, or continuing education pertinent to your research or teaching--up to a

yearly-determined limit depending on available general funds. You also may use available travel money for filming a

documentary on location or visiting a research library (faculty are encouraged to find alternative funding for the last two

activities). Please make reservations as soon as possible. Also, whether or not you get funding for your travel, you must fill

out an Application for Official Travel. This encumbers funds (if funds are involved) and protects you from the charge of

being away without permission, which might, for instance, become an insurance issue if you were injured on the trip. Save

receipts for travel, parking, conference registration, housing, and meals, and submit them to Ashley Olguin immediately

after your return: she will need these receipts in order to complete the Travel Voucher that activates your reimbursement

from encumbered funds. If you are lodging in Texas on official business, you don’t pay (and won’t be reimbursed for) the

state hotel tax. Notify the hotel of your exemption at the time of registration. Please see Ashley also for copies of the

Application for Official Travel and Application for Foreign Travel. Please also note the following policies:

1) All applications for travel to foreign countries must be submitted 32 days before departure.

IMPORTANT: The Travel office will not make reimbursements on late applications for foreign travel.

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2) All applications for U.S. travel must be submitted two weeks before departure.

IMPORTANT: The Travel office will not make reimbursements on late applications for U.S. travel.

3) Travel funding on state accounts requires:

an airline receipt such as American Air or Southwest that indicates payment;

boarding passes with the e-receipts if you purchase airfare from travel websites such as Travelocity or Orbitz

(or an e-receipt that indicates the “Fare Base Code” or “Fare Base Calculation” if you do not have boarding

passes).

IMPORTANT: The Travel office will not make reimbursements for airfares without appropriate receipts

and/or boarding passes.

4) Receipts for additional travel expenses must meet the following specifications:

Hotel Receipt indicates a zero balance.

Official Registration Receipt includes:

Conference Name

Cost of Registration

Indication of Payment

Signature of person who received the payment

Conference Brochure indicates the name of the Conference Hotel if the hotel rate exceeds the per diem rate.

Meal/Food Receipts taped on 81/2 x 11” white paper in chronological order.

Taxi and Other Transportation Receipts taped on 81/2 x 11” white paper in chronological order; for taxi travel,

indicate destination from point A to point to B (e.g. airport to hotel).

Sick-Leave: If you know in advance that you will miss a day of classes, please arrange for a substitute to meet your

classes. If an emergency arises and you must miss class, please contact the English Department Office (742-2501) so we are

able to notify your students. If you are teaching first-year composition (ENGL 1301, or 1302) and must miss class due to

illness, please contact Dr. Monica Norris (monica.norris@ttu.edu). After you return from an absence, please fill out a Sick

Leave report (available online at www.raiderlink.ttu.edu).

SECC: Once a year, faculty will be asked if they would like to contribute to the State Employee Charitable Campaign.

Employees may designate charities of their choice from a wide range of possibilities.

2. Assignment of Classes

The Associate Chair starts work on the department’s schedule of classes six to nine months before the beginning of each

semester. The spring schedule must be submitted to the Registrar’s Office in early September; the summer and fall

schedules must be submitted in early January.

The Associate Chair determines a schedule of classes for the department. This process requires a careful juggling of a

number of important factors, including:

the department budget

recommendations from the Directors of Graduate Studies as to which graduate courses to offer in given semester

recommendations from program directors as to which undergraduate courses to offer in a given semester

historical information regarding which courses are likely to fill at certain times and in certain semesters

historical information regarding the number of sections of a course likely to fill at certain times and in certain

semesters

rank of instructors

fair rotation of courses among qualified instructors

availability of classrooms at various times of the day

a variety of external influences (e.g., secondary education students are in teaching training on Tuesday and Thursday

afternoons and thus courses which ordinarily enroll such students must be scheduled at a different time)

The Associate Chair makes every effort to give faculty either a MWF or TT schedule and to match the course and time

preferences of instructors to the needs of the department and the university. Sometimes a faculty member will have two

courses scheduled on TR and a graduate seminar scheduled on a Monday, Wednesday, or Friday. Graduate seminar

offerings need to be balanced to avoid conflicts and to assure room availability, and it may not be possible to arrange all

three courses into a two-days-a-week schedule. Faculty who do not receive a schedule that accommodates their preferences

should inform the Associate Chair. Although immediate changes are usually impossible, adjustments for the following year

are often feasible.

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Canceling of Classes

Undergraduate courses are required by the university to enroll a minimum of 10 students; graduate courses are required by

the university to enroll a minimum of 5 students. The chair must submit a written request to offer undergraduate courses

with under 10 students or graduate courses with under 5 students.

Courses which fail to enroll the minimum must be canceled and the instructor assigned to a new course (generally a 1000-

level course for graduate part-time instructors and lecturers and a 2000-level course for tenure-line faculty). The Associate

Chair monitors registration daily and will make the decision to cancel a course as late in the registration process as possible

(so that courses have every opportunity to fill) but early enough to allow the newly-assigned course to fill.

Graduate Part-Time Instructor Assignments

Graduate part-time instructors are occasionally invited to teach a 2000-level course. In consultation with the Director of

Graduate Studies, the Associate Chair makes these assignments based on the following criteria:

Literature and Film Courses: 2305, 2306, 2307, 2308, 2388, 2391

Priority is given to Ph.D. students who have passed their qualifying examinations, followed by Ph.D.

students who have completed their coursework. All such GPTIs must have demonstrated excellence in

teaching and completed ENGL 5392 as well as graduate coursework that the Director of Graduate

Studies in English and Director of Literary Studies consider adequate for teaching a specific course.

Creative Writing: 2351

Only specialists in Creative Writing are eligible. GPTIs must have demonstrated excellence in teaching. The

Director of Creative Writing must approve this teaching assignment.

Technical Communication: 2311

Only specialists in Technical Communication are eligible. GPTIs must have demonstrated excellence in

their teaching and completed the graduate course in Teaching Technical and Professional Writing. The

Director of Technical Communication must approve this teaching assignment.

Summer Teaching

The course preferences form completed each September invites instructors to indicate their interest in a summer teaching

assignment. Unfortunately, the department cannot accommodate all requests for summer teaching because of budget

restrictions. The Associate Chair makes such assignments by carefully juggling a number of factors, including:

the department budget

recommendations from the Directors of Graduate Studies as to which graduate courses to offer during the Summer

session

recommendations from the Undergraduate Advisor as to which undergraduate courses to offer during the Summer

session

rank of instructors (priority is given to tenure-line faculty requesting summer teaching)

fair rotation of courses among qualified instructors

historical information regarding which courses are likely to fill at certain times during summer

historical information regarding the number of sections of a course likely to fill at certain times during the summer.

Of the graduate part-time instructors requesting summer teaching, priority is given in the following order (assuming equal

ability to teach the courses to be offered):

Ph.D. students taking required dissertation hours, summer seminars, or language coursework

M.A. students taking required thesis hours, summer seminars, or language coursework

Students limited by federal, state, or university guidelines from seeking non-university employment

Special requests

Please note that any student wishing to hold a summer teaching appointment must have shown evidence of effective

teaching during her/his typical fall and spring teaching assignments.

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Departmental Policies and Procedures

1. Office Hours: Instructors must hold regular weekly office hours of at least three hours per week and must inform

students about time and place.

2. Policy Statements and Syllabi: All English instructors must provide their classes with policy statements and syllabi

detailing class policies regarding

expected learning objectives and methods of assessment

course texts and materials

reading and writing assignments

quizzes and examinations (including the final exam)

expectations for class participation

office hours, office number, and contact information

attendance/absence policy (including accommodation for religious holidays)

student behavior (i.e., expectation of civility in the classroom)

plagiarism and academic integrity

accommodation for disabilities (“Any student who, because of a disability, may require special arrangements in

order to meet the course requirements should contact the instructor as soon as possible to make any necessary

arrangements. Students should present appropriate verification from Student Disability Services during the

instructor's office hours. Please note: instructors are not allowed to provide classroom accommodations to a student

until appropriate verification from Student Disability Services has been provided. For additional information, please

contact Student Disability Services in West Hall or call 806.742.2405.”)

In addition, instructors must upload a pdf copy of the syllabus for each section of each course being taught to

DigitalMeasures. Syllabi must be non-scanned, keyword searchable pdfs (on most computers, a pdf can be made by saving

a Word document in pdf format).

1. Login to DigitalMeasures (https://www.digitalmeasures.com/login/ttu/faculty)

2. Under the Teaching category select Scheduled Teaching.

3. Locate the Course and select Edit.

4. Scroll to the bottom of the screen.

5. Select Store File.

6. Select Browse to locate the syllabus file .

7. Select the file and then select Open to upload the file.

8. Select Save and Return (don’t skip this critical step).

Outcomes and Assessments on all Syllabi: TTU operating policies stipulate that all course syllabi must include

information on learning outcomes and methods of assessment.

Expected learning outcomes are the things a student should know or be able to do after completing your course.

Assessment methods are formative instead of summative and may be either graded (e.g., papers, exams, quizzes) or

ungraded (e.g., class discussions, postings to class bulletin boards, collaborative activities, question/answer

sessions). Assessment methods allow you to identify what students aren't learning in time for you to do something about it,

such as review key material, better emphasize essential points, incorporate practice quizzes, revise class activities, or direct

students to outside resources.

The TLTC has developed a handbook to guide you through the process of writing the learning outcomes and methods of

assessment for your courses: www.tltc.ttu.edu/content/asp/assessment/handbook.asp.

Core Curriculum: Instructors teaching a course in the Humanities or Multicultural section of TTU’s Core Curriculum

must include the respective core objectives among their expected learning outcomes and must submit their syllabus to the

General Education Committee for approval in order for their students to receive credit for satisfying the core curriculum

requirement. The only English courses eligible for Humanities credit are 2305, 2306, 2307, 2308, 2351, 2388, and 2391.

The only English courses eligible for Multicultural credit are 3335, 3336, 3337, 3387, and 3390.

Special Instructions for ENGL 2305, 2306, 2307, 2308, 2351, 2388, and 2391: These courses are listed in the

Humanities section of TTU's core curriculum. Syllabi for these courses must meet the following specifications:

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The first item in the syllabus must be the course’s purpose statement. The purpose statement must specify

to students that the course fulfills the Humanities requirement for TTU’s Core Curriculum.

The second item is the list of learning outcomes and assessments. At least one of the following outcomes

specified for the Humanities Core Curriculum category must be included in the list of learning outcomes:

Identify methodologies of historical, literary, philosophical, and/or aesthetic research and recognize

their applicability to everyday life.

Develop analytical arguments in written and/or oral forms.

Evaluate events, ideas, and artistic expressions in terms of multiple cultural contexts and value

systems.

Demonstrate ways in which the humanities are fundamental to the health and survival of any society.

The learning outcome statements must be paired with methods of assessment for each outcome (i.e., one or

more assessment methods for each outcome).

Third is the competency statement for the Humanities category: that is, “Students graduating from Texas

Tech University should be able to think critically and demonstrate an understanding of the possibility of

multiple interpretations, cultural contexts, and values.”

Special Instructions for ENGL 2371, 3335, 3336, 3337, 3387, and 3390: These courses satisfy TTU’s multicultural

graduation requirement. Syllabi for these courses must meet the following specifications:

The first item in the syllabus must be the course’s purpose statement. The purpose statement must specify

to students that the course fulfills TTU’s multicultural graduation requirement.

The second item is the list of learning outcomes and assessments. At least one of the following outcomes

specified must be included in the list of learning outcomes:

Demonstrate awareness and knowledge of cultural differences within one or more distinctive sub-cultures of the

United States, or

Demonstrate awareness and knowledge of cultural differences within one of more global societies (Outside the U.S.)

The learning outcome statements must be paired with methods of assessment for each outcome (i.e., one or more

assessment methods for each outcome).

Third is the competency statement for the multicultural requirement: that is, “Students graduating from Texas Tech

University should be able to: demonstrate awareness and knowledge of distinctive cultures or sub-cultures – including but

not limited to – ethnicity, gender, class, political systems, religions, languages, or human geography.”

3. Reporting Outcomes: Every instructor of record must report on the achievement of learning outcomes by his/her students,

specifically the percentage of students achieving all learning outcomes. This figure is based on the percentage of students

achieving a grade of C or better on the final paper, portfolio, or examination. Please complete this requirement immediately

after submitting final grades for the semester. To report learning outcomes for your courses:

1. Log in to your profile in Digital Measures (https://www.digitalmeasures.com/login/ttu/faculty).

2. In the Teaching section, select Scheduled Teaching.

3. In Scheduled Teaching, locate each course you taught this semester and select the pencil icon to edit the

information for that course.

4. In the list of information for each course, scroll to "Percentage of students achieving all learning outcomes" and

enter the appropriate figure.

5. Use the following three text boxes (innovations, materials, activities) to explain, as necessary, anything different

you did this semester or will change for next semester that you think might be related to the achievement of

learning outcomes (e.g., changed daily reading quizzes from multiple choice to essay, included collaborative

projects, integrated guest speakers).

4. Class Meetings

Finding a Substitute: Instructors are expected to meet every class as scheduled. When instructors cannot meet their

classes because of personal or professional reasons (e.g., illness, conference travel), instructors should find a substitute. In

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the case of emergencies, please call Dr. Monica Norris (ENGL 1301, 1302) or Ashley Olguin (all other classes), who will

notify your students.

Location: Instructors wishing to change permanently the location of their class meetings must discuss such moves with

Jennifer Forbes.

Instructors who change the meeting place of their class on an individual day must inform Jennifer Forbes. Such changes

include classes that meet in the university library, in the courtyard, etc. The failure of instructors to notify the administrative

staff of changes leads to problems when students cannot find their classes and when we need to contact students or

instructors in emergency situations.

5. Professional Behavior

Language: Instructors should maintain a professional decorum in the use of language in all situations where students are

present. Such decorum should avoid: profanity of a sexual, scatological, or religious nature; racial or ethnic slurs (except

when slurs are the topic of discussion); personal criticism of a student’s intelligence, appearance, background; sexual

innuendo.

Sexual Harassment: Instructors must avoid creating an atmosphere that students find sexually harassing and must avoid

all behaviors that might be construed as “quid pro quo” harassment. Every other year, instructors will be required to attend

a training session or complete an online tutorial regarding sexual harassment law.

Meeting with Students: Instructors should meet with individual students only on “professional terrain”—in classrooms,

offices, or the library. Avoid meeting with students behind closed office doors. Meetings that promise to be confrontational

should be witnessed by a colleague or supervisor.

Confidentiality: Instructors must consider a student’s grades, background, presumed capabilities, or personal

characteristics matters of confidence. You cannot discuss a student’s grades or class performance with his/her parents,

coaches, doctors, or friends. If you have questions about this subject, please see the associate chair or chair.

6. Classroom Courtesies

As a consideration to instructors teaching in a classroom after you, please adopt the following practices:

If you move a podium off the instructor’s table, please return it to the table at the end of class. The podiums are quite

heavy and even though you might be strong enough to lower it to the floor, the instructor following you might have

difficulty lifting it up to the table.

If you put the chairs in a circle for your class, please put the chairs in rows again after your class.

If you use the chalkboard during your class, please erase it after your class.

If you teach in a computer classroom in the morning, please quit all software applications on the instructor’s computer

after your class and encourage your students to do the same on their computers. If you teach in the afternoon, shut

down the instructor’s computer after class, and ask your students to do the same with theirs.

7. Building Use Guidelines

Locking the Classrooms: All classrooms must be locked to safeguard their equipment from theft or vandalism. If you are

in a classroom with a TV/DVD cart or a computer podium and ceiling-mounted projector, turn off all equipment and lock

the door after your class or wait till the next instructor is in the classroom. Never leave the equipment on or the room

unlocked without an instructor in the classroom.

Classroom Equipment: Never touch the screen in the classroom with your hand or any object (e.g., pointer, pencil). The

reflective surface is delicate and scratches easily. Scratches on the screen will detract noticeably from a presentation.

Never, touch, pull, tug, remove, or change any of the cables on the computer podiums in the classrooms. Although it might

seem easy to make a change (and you might think you know what you’re doing), once a cable is out of place or misaligned,

the entire system (PC/DVD/VCR/LCD) is rendered useless, certainly for the following class, but typically for the entire day

of classes until a technician can get in after classes to find the problem and determine a solution. Potentially, seven of your

colleagues and 200 students could be affected by your mistake.

If you teach in a classroom with a ceiling-mounted LCD projector, shut the projector down at the end of class.

- 13 -

Mobile Equipment: If you borrow mobile equipment (projectors, televisions, DVDs, VCRs), never leave the equipment

unsupervised. You are responsible for the safe return of all equipment you borrow.

Signs and Flyers: Don’t tape signs and flyers to either the doors or walls of the building. Do tape your signs and flyers on

the plastic room signs adjacent to each door. Or use the bulletin boards on the west wing of the first floor, in the

faculty/staff lounges, and in the mail room. Please discard signs and fliers as soon as the information is outdated.

Lounges: The building has two faculty/staff lounges, room 209 and room 451. Each is equipped with a full-size

refrigerator and a microwave. Note that neither the refrigerator nor the microwave is self-cleaning. You are responsible for

keeping the lounges clean. If you drop it, please pick it up; if you spill it, please wipe it up. If you didn’t put it in the

refrigerator, don’t take it out. If you did put it in the refrigerator, take it out before it spoils. If you use the microwave,

please monitor its operation to keep food from smoking and tripping the building’s ultra-sensitive fire alarms (microwave

popcorn poppers, beware!). Please don’t use the lounges for classes or committee meetings.

Printer Rooms: Rooms 414 and 467 each have a laser printer and computer. Please keep the doors to these rooms closed

at all times in order to stop unauthorized individuals from using/damaging/taking the equipment. Printer cartridges and

paper are available on request in 212. Please make every effort to conserve and recycle: unless it’s a final copy, choose the

economy setting of your word processing program and put used paper in the printer.

Library: The department library is in 311. This is a quiet room for reading and individual study. It is for all instructors,

especially those in shared offices. This room houses the department’s archive of dissertations, theses, and portfolios as well

as a collection of books, journals, reference materials, and textbooks. Please record your borrowing of materials and mark

the shelf location with a shelving card. Please put donations of materials in the designated box.

8. Safety

For your personal safety, please avoid working in the building alone at night or on weekends. Bring a friend or colleague

with you. Stay alert. Avoid using the closed stairwells on the west and east wings: instead, use the open stairwell on the

north side of the building. If you do come to the building at night on weekdays or at any time on Saturdays and Sundays,

please make sure that the external door by which you enter the building is locked and latched after you enter.

Safety coordinators (with first aid kits) are available on each floor to aid with injuries. Please report to them any safety

hazards that you notice in the building.

1st floor east

1st floor west

2nd floor east

2nd floor west

Kathleen Gillis

Allison Whitney

Mark Webb

Bruce Clarke

175A

473

251

212H

3rd floor east Brandon Sires 356

3rd floor west Jennifer Forbes 212B

4th floor east Kristen Moore 484

4th floor west Brian McFadden 430

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Teaching: University Policies and Procedures

1. Conduct of the Course

Attendance: Instructors should inform students, through their policy statements and orally, that students will be expected

to attend class regularly and that roll will be taken. Faculty should make explicit the consequences to grades for missed

classes.

The TTU Catalog states: “Responsibility for class attendance rests with the student. Regular and punctual attendance at all

scheduled classes is expected.”

Generally, instructors use absence reporting forms (obtained from any of the department’s administrative staff) to report

students with excessive absences. Especially in lower division classes, faculty should use these forms to let students know

their standing.

Except for absences due to official university business (for which the student must provide advance written notification)

and absences due to religious holy days, instructors are the final arbiters of whether a student may have a given absence

excused. Generally, if a student has made a good faith attempt to inform the instructor prior to the absence, describing a

legitimate reason for the absence, instructors may excuse it. The Student Health Service does not provide doctors’ excuses

for single visits and minor health problems.

Extended Student Absence: Students should be made aware of the TTU guidelines about extended absence (TTU

Catalog): “In case of an illness that will require absence from class for more than one week, the student should notify his or

her academic dean. The dean’s office will inform the student’s instructors through the departmental office. In case of class

absences because of a brief illness, the student should inform the instructor directly.” If the dean’s office has not notified

the instructor, the student must still be allowed to re-enter class but it is purely at the instructor’s discretion as to whether

the extended absence will be excused or not.

Extended absences are easily documented and instructors are within their rights to ask for documentation. The Student

Health Service does provide brief descriptions of illnesses requiring extended absence.

Students with Disabilities: All instructors must include a statement similar to the following on their policy sheets: “Any

student who, because of a disability, may require special arrangements in order to meet the course requirements should

contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate

verification from Student Disability Services during the instructor's office hours. Please note: instructors are not allowed to

provide classroom accommodations to a student until appropriate verification from Student Disability Services has been

provided. For additional information, please contact Student Disability Services in West Hall or call 806.742.2405.”

Students with a disabling condition must present appropriate verification from Student Disability Services (335 West Hall,

www.depts.ttu.edu/students/sds) and give the instructor a letter from SDS that identifies reasonable accommodations.

Instructors must comply with recommendations from SDS or contact that office for clarification. No accommodations are

required unless and until the instructor has received this letter; accommodations are not retroactive.

Drop/Add: Students may drop/add during the third, fourth, and fifth class days of each long semester. It is especially

important that you take roll during these early days of the semester to ensure that students sitting in your class are officially

registered for the class. Advisors will attempt to maintain enrollment caps on sections. Generally, we cap composition

courses at 35; 2000-level courses at 30; 3000-level courses at 30; and 4000-level courses at 20. We try to spread out any

“overrides” equitably. In order to maintain equitable class size, instructors must refer all requests for overrides to the

appropriate academic advisor for their course.

Evaluations: Toward the end of semester, teaching evaluation forms will be distributed. If at all possible, evaluations

should be completed before the last week of the semester. In no case may the evaluation be given during the final exam.

Also important is that the evaluation be given in the class’s regular classroom (not in the library, not in a private home).

Instructors must distribute the evaluation forms to the class, designate a student to deliver them to the main English office

(212) and provide that student with the large envelope on which has been written your name and the section number of your

course. Instructors must then leave the room while students fill out the evaluations, returning only after the students have

returned all the forms to the designated student for delivery. If a class meets after the office is closed, the student must slip

the evaluation forms under the doors to 212.

Final Exams: The official University policy on final examinations is as follows:

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Five days are to be scheduled for final examinations at the end of each long semester. Summer term final examinations are

scheduled for two days.

A 2 1/2 hour period of time is to be available for administering individual final examinations.

Individual faculty members determine whether a final examination or some other summary submittal or performance is

appropriate for the course being taught. The department strongly encourages instructors to administer some kind of final

written exams.

Individual faculty members decide whether student exemptions from a final examination are appropriate.

All faculty members giving final examinations must adhere to the official scheduled time unless granted permission to

deviate from the official time by the chair and the dean. Final examination schedules are printed in the Schedule of Classes

for each semester. If a take-home examination is given, it must be due no earlier than the end of the scheduled examination

time for the class. If a student requests an earlier examination time for a legitimate reason (e.g., military deployment,

medical necessity), ask the student to put the request in writing and keep a copy with your class files. Violation of the

examination policy could lead to a valid grade appeal by every student in your class.

Grade Books and Student Papers: Instructors must keep their students’ major writing assignments or final exams for one

long semester after final grades are submitted. In case of a grade appeal or clerical error, the papers will be available.

Instructors must also retain grade books; if an instructor terminates his/her employment with TTU, that instructor must

leave past grade-books with the administrative staff in 212.

Due to limited space in 212, instructors may not leave student papers in the main office. Nor may instructors ask that

students submit papers through the main office (the traffic would be overwhelming).

2. Grades

Posting of Grades: TTU prohibits the posting of grades. In classes with several hundred students, faculty may post grades

if a substantiated random identification code known only to the student and the instructor is used. Grades must never be

posted with the names and/or social security numbers of students.

Drop (DG) and Withdrawal (W): Students may drop a course through the 45th class day of a long semester or the 15th

class day of a summer term. Undergraduate students will receive a grade of DG; graduate students will receive a grade of

W. (The grade of W is given to undergraduates only if they completely withdraw from the university.) If a course has not

been dropped within the specified time period, the student must complete the course and receive a grade.

Please note that some students will ask you for a drop or a withdraw and assume they need to do nothing more if you agree:

this assumption is incorrect. Students must always initiate the drop or withdraw process themselves at the Office of the

Registrar. The computer system for submitting grades will not allow instructors to give students a DG or W unless the

students has completed the drop or withdraw process.

Undergraduate students are allowed to drop a maximum of six courses from all Texas public institutions of higher

education. The maximums do not apply to the student-initiated drop/add period at the start of the semester or to courses

dropped if a student completely withdraws from the university.

Incompletes: The grade of I or Incomplete may be given by the instructor only when the student’s work in the course is

satisfactory but has not been completed by the end of the semester due to circumstances beyond the student’s control

(documented family crisis, unexpected hospitalization, etc.). The grade of Incomplete must never be given in lieu of an F.

The student is to complete the work within a time frame specified by the instructor. Please complete the Graduate or

Undergraduate Incomplete Contract (both available online) to specify the work to be completed and the deadline for its

completion. After the work has been completed, the instructor needs to fill out a Change of Grade form. This form must be

signed by the instructor, initialed by the department chair, and then sent to the student’s dean. The I may also be replaced

by an R if the student repeats the course with the same or a different instructor. For undergraduate students, the I will

automatically convert to a grade of F after one year if the conditions for completion of the course have not been

satisfied.

Change of Grade Forms: These forms are available online. The forms must be filled out completely, printed, signed by

the instructor, initialed by the chair, and sent to the proper dean’s office by campus mail (never allow the student to deliver

the form). Under no circumstances may a grade of F be changed to DG or W unless the student officially dropped or

withdrew from the course.

- 16 -

Grade Appeals: The responsibility for determining all grades and for judging the quality of academic performance in a

course rests with the faculty person assigned to the course. A course grade can be formally appealed only when there is

demonstrable evidence that prejudice, arbitrary or capricious action on the part of the faculty, has influenced the grade.

.

The burden of proof that such an unfair influence has affected a grade rests with the student who appeals the grade. Only

final course grades may be formally appealed to the responsible dean. Due process will be followed in all formal grade

appeal procedures.

A grade appeal may result in review of any or all aspects of a student’s performance in a course.

The processing of formal grade appeals is the responsibility of the college which administers the course (Agriculture,

Architecture, Arts and Sciences, Business Administration, Education, Engineering, Human Sciences, Law, Visual and

Performing Arts). The decision on a grade is the responsibility of the dean of the college which administers the course,

except that for students in the Graduate School the recommendation will be forwarded to the dean of the Graduate School

for final disposition.

A student who believes that a grade he or she has received is incorrect should first discuss the grade with the faculty

member who assigned it.

If the student is not satisfied with the outcome of this effort, then he or she may contact the Associate Chair of the

department. This contact, like that with the faculty member, is normally informal, and the Associate Chair may take what

action he or she deems advisable in attempting to resolve the issue. All parties concerned should make every effort to

resolve the issue without going beyond this level.

If the student is still not satisfied following these meetings, then a formal grade appeal may be made at the office of the

dean of the college administering the course. This appeal must be filed with the office of the dean using the University

Grade Appeals form within 60 days of the start of the next long semester after the term in which the grade was received.

The appeal must include supporting documentation. After it is filed, it will be copied, and copies will be sent to the student,

the faculty person, and the chair of the department or division involved.

Students are entitled to request assistance in the preparation of the appeal.

The dean of the college will request written information about the case from the faculty involved and will present the grade

appeal and this information to the college grade appeals board, whose constitution is described below. This information will

also be distributed to the student, the faculty, and the chairperson of the department or division involved. The appeals board

will examine the evidence and hold what hearings and meetings it deems necessary in order to make a recommendation in

the case. Due process for all parties to the dispute will be followed in these proceedings. It is not necessary for the parties to

appear unless requested by the appeals board, but parties have the right to appear if they wish to do so. The appeals board

will give the dean a written recommendation as to whether the grade should be changed, and, if so, to what other grade, and

will make any other specific recommendations that it deems advisable in the disposition of each specific case. Board

members who voted in favor of the board’s decision must sign the recommendation; dissenting members may sign it if they

wish.

A college grade appeals board consists of a voting chairperson, two other faculty members and two students, who will be

appointed by the dean. The board considers all grade appeals occurring during the academic year. Any member of the board

who feels that his or her professional or personal relationship with either party in a grade dispute would create a hindrance

to objective judgment or a conflict of interest must disqualify him/herself, and a replacement for that appeal will be chosen

by the dean.

The dean of the college may attend meetings of the appeals board and presentations of evidence to it. He/she may request

presentations of evidence, but must not be present during the board’s deliberation of its final recommendation. In a case

involving a law student, the grade appeal process is as specified in the above procedures. In a case involving a student in the

Graduate School, the appeal is processed through the college administering the course with the grade decision being

forwarded to the Dean of the Graduate School for final disposition.

Taking into account the recommendation(s) of the appeals board, the dean of the college administering the course will make

a decision on the grade appeal and send it in writing to the student, the faculty, the chairperson of the grade appeals board,

and the VPAAR. If the decision is that the grade should be changed, the dean will take appropriate action which includes

notifying the faculty member.

- 17 -

An appeal of the dean’s decision may be made to the VPAAR, either by the student or by the faculty, but only on the basis

that due process has not been followed. The University Academic Affairs Committee will act as a hearing board in such

appeals.

A copy of OP 31.03 will be provided to each student initiating a grade appeal.

3. Ethics, Academic Integrity, and Civility in the Classroom

Faculty are encouraged to include a statement in their course syllabus related to classroom behavioral expectations such as:

“Students are expected to assist in maintaining a classroom environment that is conducive to learning.

In order to assure that all students have the opportunity to gain from time spent in class, unless

otherwise approved by the instructor, students are prohibited from engaging in any form of distraction.

Inappropriate behavior in the classroom may result in a directive to leave class.”

Also refer students to the department’s statement on ethics (available on the department’s website at

http://www.english.ttu.edu/linked_files/Ethics_in_English_for_Students.pdf).

Disruptive Student Behavior: The best way for instructors to deal with behavior deemed disruptive (chatting with other

students; rattling newspapers; producing loud sighs; dominating class discussion; habitually arguing; and so on) is to speak

with the student after class and indicate that such behavior will not be tolerated in the future. If the behavior persists, it

should be reported to the Associate Chair or the Director of Composition.

Threatening Student Behavior: Under no circumstances should instructors physically or emotionally confront dangerous

students. No instructor is obliged to continue instructing or even talking to a student who demonstrates a threatening

manner. Report such behavior as soon as possible to the Chair or Associate Chair. In emergencies, call the TTU Police at 9-

911.

Cheating and Plagiarism (from Student Affairs Handbook): “Academic dishonesty” includes, but is not limited to, cheating,

plagiarism, collusion, falsifying academic records, misrepresenting facts and any act designed to give unfair academic advantage

to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior

permission of the instructor) or the attempt to commit such an act.

a. “Cheating” includes, but is not limited to,

1. Copying from another student’s test paper.

2. Using during a test materials not authorized by the person giving the test.

3. Failing to comply with instructions given by the person administering the test.

4. Possession during a test of materials which are not authorized by the person giving the test, such as class notes

or specifically designed “crib notes.” The presence of textbooks constitutes a violation only if they have been

specifically prohibited by the person administering the test.

5. Using, buying, stealing, transporting or soliciting in whole or part the contents of an unadministered test, test

key, homework solution or computer program.

6. Collaborating with, seeking aid or receiving assistance from, another student or individual during a test or in

conjunction with other assignment without authority.

7. Discussing the contents of an examination with another student who will take the examination.

8. Divulging the contents of an examination, for the purpose of preserving questions for use by another, when the

instructor has designated that the examination is not to be removed from the examination room or not to be

returned to or kept by the student.

9. Substituting for another person, or permitting another person to substitute for oneself to take a course, a test or

any course-related assignment.

10. Paying or offering money or other valuable thing to, or coercing another person to obtain an unadministered

test, test key, homework solution or computer program, or information about an unadministered test, test key,

homework solution or computer program.

11. Falsifying research data, laboratory reports and/or other academic work offered for credit.

12. Taking, keeping, misplacing or damaging the property of the university, or of another, if the student knows or

reasonably should know that an unfair academic advantage would be gained by such conduct.

b. “Plagiarism” includes, but is not limited to, the appropriation of buying, receiving as a gift or obtaining by any means,

material that is attributable in whole, or in part, to another source, including words, ideas, illustrations, structure,

computer code, other expression and media, and presenting that material as one’s own academic work being offered for

credit.

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c. “Collusion” includes, but is not limited to, the unauthorized collaboration with another person in preparing academic

assignments offered for credit or collaboration with another person to commit a violation of any section of the rules on

scholastic dishonesty.

d. “Falsifying academic records” includes, but is not limited to, altering or assisting in the altering, of any official record of

the university and/or submitting false information or omitting requested information that is required for, or related to,

any academic record of the university. Academic records include, but are not limited to, applications for admission, the

awarding of a degree, grade reports, test papers, registration materials, grade change forms, and reporting forms used by

the Office of the Registrar. A former student who engages in such conduct is subject to a bar against readmission,

revocation of a degree and withdrawal of a diploma.

e. “Misrepresenting facts” to the university or an agent of the university includes, but is not limited to, providing false

grades or resumes; providing false or misleading information in an effort to receive a postponement or an extension on a

test, quiz, or other assignment for the purpose of obtaining an academic or financial benefit for oneself or another

individual; or providing false or misleading information in an effort to injure another student academically or financially.

Instructors are responsible for initiating action in each case of dishonesty or plagiarism that occurs in classes. In cases of

convincing evidence of or admitted academic dishonesty or plagiarism, an instructor should take appropriate action as

described below. Before taking such action, however, the instructor should attempt to discuss the matter with the student. If

cheating is suspected on a final exam, the instructor should submit an X grade until a reasonable attempt can be made to

contact the student, preferably within one month after the end of the semester.

In cases in which guilt is admitted by the student or determined by the instructor, after attempting to contact the student, he

or she may give the offending student a failing grade on the assignment or a failing grade in a course. When a student is

given a failing grade in a course as a result of academic dishonesty or plagiarism, the instructor shall report the facts of the

case and the action to be taken against the student in writing to the instructor’s department chairperson.

If the instructor elects to submit a report to the Dean of Students, the Dean shall retain a copy of this report in his or her

discipline files. The student will have the right to appeal the receipt of a failing grade in a course through the established

grade appeal procedure. The student may not appeal a failing grade given for a class assignment.

In cases of flagrant or repeated violations, instructors may recommend to the Dean of Students, through the department and

the Academic Dean’s Office, further disciplinary action pursuant to the disciplinary policy and procedure outlined in the

Code. In addition, The Academic Dean or the Dean of Students may initiate disciplinary action for flagrant or repeated

violations.

A student referred to the Dean of Students Office for disciplinary action for academic dishonesty is entitled to all

substantive and procedural guarantees provided in the Code, including, but not limited to, notice and hearing.

The disciplinary penalty or grade of F shall not be implemented until the disciplinary procedures or grade appeal process

has been exhausted. A student may continue academic class and course work until a final decision is made.

A written report of any additional disciplinary action taken by the Dean of Students Office will be sent to the appropriate

Academic Dean’s Office and to the student. The final results of a grade appeal in such matters shall be reported to the

faculty person by the appropriate Academic Dean in the manner required by the grade appeals procedure, and to the Dean

of Students Office.

In cases in which a charge of academic dishonesty is sustained, the recommended disciplinary action will be enforced

and/or a grade of F reported.

In cases in which a charge of academic dishonesty is not sustained, no disciplinary action will be taken, and the student will

be entitled to the grade he or she would have received in the absence of a finding of dishonesty. In addition, the student will

be allowed to continue in the particular course without prejudice.

Instructors are responsible for initiating action in each case of dishonesty or plagiarism that occurs in classes. In cases of

convincing evidence of or admitted academic dishonesty or plagiarism, an instructor should take appropriate action as

described below. Before taking such action, however, the instructor should attempt to discuss the matter with the student. If

cheating is suspected on a final exam, the instructor should submit an X grade until a reasonable attempt can be made to

contact the student, preferably within one month after the end of the semester.

In cases in which guilt is admitted by the student or determined by the instructor, after attempting to contact the student, he

or she may give the offending student a failing grade on the assignment or a failing grade in a course. When a student is

given a failing grade in a course as a result of academic dishonesty or plagiarism, the instructor shall report the facts of the

case and the action to be taken against the student in writing to the instructor’s department chairperson.

- 19 -

If the instructor elects to submit a report to the Dean of Students, the Dean shall retain a copy of this report in his or her

discipline files. The student will have the right to appeal the receipt of a failing grade in a course through the established

grade appeal procedure. The student may not appeal a failing grade given for a class assignment.

In cases of flagrant or repeated violations, instructors may recommend to the Dean of Students, through the department and

the Academic Dean’s Office, further disciplinary action pursuant to the disciplinary policy and procedure outlined in the

Code. In addition, The Academic Dean or the Dean of Students may initiate disciplinary action for flagrant or repeated

violations.

A student referred to the Dean of Students Office for disciplinary action for academic dishonesty is entitled to all

substantive and procedural guarantees provided in the Code, including, but not limited to, notice and hearing.

The disciplinary penalty or grade of F shall not be implemented until the disciplinary procedures or grade appeal process

has been exhausted. A student may continue academic class and course work until a final decision is made.

A written report of any additional disciplinary action taken by the Dean of Students Office will be sent to the appropriate

Academic Dean’s Office and to the student. The final results of a grade appeal in such matters shall be reported to the

faculty person by the appropriate Academic Dean in the manner required by the grade appeals procedure, and to the Dean

of Students Office.

In cases in which a charge of academic dishonesty is sustained, the recommended disciplinary action will be enforced

and/or a grade of F reported.

In cases in which a charge of academic dishonesty is not sustained, no disciplinary action will be taken, and the student will

be entitled to the grade he or she would have received in the absence of a finding of dishonesty. In addition, the student will

be allowed to continue in the particular course without prejudice.

4. Support Programs

University Writing Center: The University Writing Center, located on the 1st floor, east wing of the English Building

(175), provides students with individual tutoring in both reading and writing. Tutors do not write papers for students or

proofread final drafts, but they will assist students in understanding and completing specific assignments or in developing

general reading and writing skills. Students may come to the Writing Center on their own or on the recommendation of

their teachers. In addition, the University Writing Center has an on-line service. Hours of operation are Monday through

Friday 9-5.Writing Center. For further information, please contact the Director of the University Writing Center.

Student Counseling Center: The Student Counseling Center (201 Student Wellness Center, 742-3674,

www.depts.ttu.edu/scc) provides psychological counseling, including individual and group therapy. Students at all levels,

many of them on their own for the first time, are especially susceptible to the pressures of academic and social life.

Teachers in the Department of English often are able to know their students personally and can sometimes spot those

having severe personal problems. If in doubt about what to do for a student, please confer with the Associate Chair.

Student Disability Services: Students with learning disabilities and/or attention deficit/hyperactivity disorder may consult

with tutors in this office (335 West Hall, 742-2405, www.depts.ttu.edu/students/sds). Texas Tech University does not

provide comprehensive testing for either learning disabilities or attention deficit disorders. Testing for learning disabilities

and attention deficit disorders must be obtained through an appropriate professional. Students are responsible for locating

and selecting their own diagnosticians and physicians.

TECHniques Center: This office (242 West Hall, 742-1822, www.depts.ttu.edu/techniques) provides fee-for-service supplemental academic

support for undergraduate students with documented evidence of learning disabilities and attention deficit disorder,

including development and monitoring of personalized learning plans, assistance with academic major/career decision-

making, assistance with academic advising and course scheduling, individual learning style assessments and interventions,

and weekly academic skill-building seminars.

- 20 -

Departmental Committees

Faculty participate actively in the life of the department through service on committees. In addition to standing committees,

the department occasionally makes use of ad hoc committees as the need arises. No faculty member may serve on more

than three of the elected committees (Faculty Awards, Graduate Studies, Merit, Recruitment, Student Awards and

Scholarships, Technology, and T&P Procedures). The Committee Handbook explains the membership rules and duties of

each committee.

Elections take place toward the end of every spring semester, at which time the Chair will send out a notice of vacancies

and a call for nominations. The department discourages tenure-track faculty from serving on elected committees during

their first year. A faculty member who is promoted while serving on a committee to which he or she was elected in rank

will continue service on the committee, representing faculty from the initial rank.

Undergraduate and Graduate Programs

The B.A. in English or in Technical Communication

The English and TC majors require 39 credit hours (including 1301 and 1302). Eighteen hours are required for a minor

(including 1302). For the B.A. in English, students may specialize in literature and language; creative writing; or teaching

certification. All English majors and minors are advised by the undergraduate advisor, Suzi Duffy, located in English

211C. Students majoring in the B.A. in Technical Communication are advised by the Director of Undergraduate Technical

Communication, located in 211A.

The M.A. in English

The M.A. program in English offers advanced study in literature, linguistics, or creative writing. Students are required to

complete either 36 hours of course work or 30 hours of course work and a thesis. Reading competence in one foreign

language is required.

The M.A. in Technical Communication

The M.A. program in Technical Communication offers advanced study in the theory and practice of technical

communication. Students are required to complete either 36 hours of course work or 30 hours of course work and a thesis.

This degree is offered both onsite and online.

The Ph.D. in English

The Ph.D. in English offers advanced study in British literature, American literature, comparative literature, linguistics, or

creative writing. Course work includes 60 hours beyond the B.A. degree, including at least 45 hours of course work in

English. Students also must pass a qualifying examination and write and defend a dissertation. Reading knowledge of two

foreign languages or high competence in one language is required.

The Ph.D. in Technical Communication and Rhetoric

The Ph.D. in Technical Communication and Rhetoric offers students a broad knowledge of the literature on technical

communication and rhetoric, including their history, theory, research, genres, and practice. Course work includes at least

60 hours beyond the B.A. (45 hours in the specialization and 15 hours for the minor). In addition, students must

demonstrate proficiency in research methodology. Students must pass qualifying examinations and write and defend a

dissertation. This degree is offered both onsite and online.

Generally, students in both the M.A. and Ph.D. programs support themselves by working as GPTIs (Graduate Part-Time

Instructors). They carry a heavy load, most often teaching 20 hours in the first-year writing program while they are taking

graduate courses, studying for qualifying exams, and writing dissertations. They also confront time deadlines, as the state

legislature has mandated that students complete their degrees in a timely fashion (99 hours for the Ph.D., which generally

translates as four years of full-time work).

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University Programs

Core Curriculum

All undergraduates at Texas Tech must meet various state-mandated and university-mandated Core Curriculum

requirements. The Department of English offers courses in three categories of the Core Curtriculum.

In the “Written Communication” category, students are required to take both ENGL 1301 (Essentials of College Rhetoric)

and 1302 (Advanced College Rhetoric).

In the “Humanities” category, ENGL 2305 (Poetry), 2306 (Drama), 2307 (Fiction), 2308 (Nonfiction), 2351 (Creative

Writing), 2388 (Film), or 2391 (Critical Writing) may be used to satisfy a 3-hour requirement.

Instructors teaching a course in the Humanities section of TTU’s Core Curriculum must include the respective core

objectives among their expected learning outcomes and must submit their syllabus to the Core Curriculum Committee for

approval in order for their students to receive credit for satisfying the core curriculum requirement (see page 11).

IS1100

IS1100, “Tech Transition: The Freshman Seminar,” is a one-hour Interdisciplinary Studies course taught by regular faculty

throughout the university during the fall semester. The course’s goal is to introduce students to the nature of a university,

the purposes and values of a university education, and a wide variety of campus issues. Faculty in English have taught

sessions of IS 1100 and recruited new majors and minors in doing so.

Honors College

Honors courses are taught by faculty throughout the university. Usually the courses are sections of regular departmental

offerings that are more rigorous, more interactive, more writing intensive, and more personalized than their regular section

counterparts. All Honors sections are listed as sections HO1 or HO2 in the Course Schedule. If you are interested in

working with Honors students, please notify the Associate Chair.

Interdisciplinary Programs

English faculty may teach courses in Comparative Literature, Linguistics, and/or Women’s Studies. Teaching assignments

in these programs must be arranged in advance, with the consent of both the program and the department.

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Tenure and Promotion, Departmental Procedures

As a major academic unit within a multipurpose university, the Department of English serves undergraduate and graduate

students, the academic community, and society in general. Faculty members in the Department of English, like those

throughout the university, have privileges which imply correlative responsibilities. In addition to maintaining standards of

competence, particularly those relating to scholarship and teaching ability, faculty members are responsible for maintaining

the proper attitude of objectivity, industry, and cooperation with their associates within the university. To preserve and

strengthen the vitality of the department and the university, faculty must be dedicated to achieving excellence in teaching,

research or creative activity, and professional service. Promotion and tenure are awarded to faculty making continuing

contributions in all three of these areas. Candidates for tenure and promotion in Literature, Creative Writing, and

Linguistics will be evaluated by faculty of appropriate rank and tenure status in Literature, Creative Writing, and

Linguistics; candidates for tenure and promotion in Technical Communication and Rhetoric will be evaluated by faculty of

appropriate rank and tenure status in Technical Communication and Rhetoric.

Applicants for tenure and/or promotion are urged, except in extraordinary circumstances, to accrue the number of years of

service in rank which are described herein, although a faculty member may apply for tenure and/or promotion in any year at

his or her request. Rules governing the effect of Faculty Development Leaves or other leaves of absence upon probationary

periods are explained in the Texas Tech University Tenure Policy (OP 32.01). In the event that a faculty member’s period

of employment in rank spans more than one university tenure policy, the faculty member has the option of selecting which

of the policies will govern his or her application.

The general criteria and procedures to be used in evaluating applicants for tenure and/or promotion are described below. In

all instances, these criteria and procedures will be understood to apply within the larger, overriding context by the

guidelines of the College of Arts and Sciences, and the Texas Tech University Tenure Policy (OP 32.01). Copies of these

policies are available from the Department Chair.

Since fairness requires that criteria for promotion or tenure be applied as uniformly as possible, applicants should develop

dossiers in accord with the College Format for Dossiers available from the Department Chair. The faculty member may

submit whatever he or she considers relevant in addition to any information or material required by the university,

collegiate, or departmental policies. Faculty members are thus encouraged to accumulate, throughout their period of

employment, all material which may be considered relevant, including such items as letters of appreciation or

commendation from students or from colleagues in the profession, reviews of or other published references to the faculty

member’s scholarly or creative activity, notices of receipt of grants or awards, documentation or evidence of outreach and

engagement, etc. The faculty member has primary responsibility for preparation of his or her dossier, with assistance to be

provided by the Department Chair. The faculty member will have the right to inspect all materials included in his or her

dossier.

OP 32.01, College of Arts & Sciences Guidelines, College Format for Dossiers, and other relevant documents pertinent to

Tenure and Promotion are available at: http://www.depts.ttu.edu/artsandsciences/faculty/tenure-promotion.php

Standards for Tenure and Promotion

The person who applies for tenure or promotion in the Department of English must ordinarily hold the Ph.D. degree. In

exceptional cases other terminal degrees may be considered appropriate. Faculty members holding temporary appointments

are not eligible for promotion or tenure.

An assistant professor seeking tenure and promotion to the rank of associate professor or an associate professor seeking

tenure must demonstrate: (1) effectiveness as a teacher; (2) competence in research or creative activity as shown by a

record of referred publication, specifically a book or its equivalence in scope and substance, such as an accepted book,

professional journal articles, or other appropriate publications; (3) a record of professional service appropriate to the

discipline, the department, the college, or the university; and (4) promise of growth in teaching and in research or artistic

and creative activity. Assistant professors applying for tenure and promotion should normally have accrued five years of

service at the rank of assistant professor in the Department of English at Texas Tech University. Associate professors

applying for tenure should normally have accrued three years of service at the rank of associate professor in the Department

of English at Texas Tech University.

An associate professor seeking promotion to the rank of professor or a professor seeking tenure must demonstrate: (1)

continued effectiveness as a teacher; (2) a career record of publication significantly exceeding that required of an associate

professor to achieve tenure, including evidence of national recognition in the profession; (3) a continuing record of

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professional contributions and service. Associate professors applying for promotion to the rank of professor should

normally have accrued three years of service in the Department of English at Texas Tech University at the rank of associate

professor. Professors applying for tenure should normally have accrued three years of service at the rank of professor in the

Department of English at Texas Tech University.

Applicants for promotion and/or tenure are expected to demonstrate strength in teaching, research or creative activity, and

professional service. Contributions which predate employment in the department are commendable and will be considered

part of a faculty member’s overall professional record; under ordinary circumstances, however, primary emphasis in

promotion or tenure evaluation will be placed on contributions made during employment in the Department of English at

Texas Tech University.

Teaching: Applicants for promotion and/or tenure must demonstrate teaching effectiveness, at either the departmental or

the interdisciplinary level, through such supporting material as student teaching evaluations, faculty teaching evaluations,

letters of reference, teaching awards, and, when applicable, written statements from students and colleagues. Evaluation of

teaching effectiveness will make allowance for the wide variety of methods and personal styles which may contribute to

effective teaching, and may include outreach and engagement, as described in the Appendix to the College of Arts and

Sciences Procedures. Characteristic of effective classroom teaching are such attributes as thorough and up-to-date

knowledge of the subject matter, well-organized and clear presentation of relevant material, clear and willing responses to

students’ questions, an overall ability to maintain students’ interest and appropriate classroom atmosphere, an

understanding of course objectives, thoughtful planning of courses, and fair and responsible grading. Effective teaching

may also be demonstrated outside the classroom through tutoring, design of courses and curricula, development of

textbooks and innovative instructional materials, and other activities which indirectly support student learning, such as

interacting with colleagues, counseling students, and being generally accessible for conferences with students.

Research and Creative Activity: Research and creative activity are functions that serve to advance the discipline or the

state of art. Applicants for promotion and/or tenure must provide evidence of published research or creative activity such as

written publications, funded grant applications and reports, published computer software, papers and nonprint presentations

delivered at professional meetings, exhibits and artistic performances, and other appropriate and critically examined work.

Textbooks and innovative instructional materials having significant value beyond this campus may be considered

contributions to research and creative activity. Research and Creative activity may include outreach and engagement, as

described in the Appendix to the College of Arts and Sciences Procedures. All published research and creative activity will

be considered during promotion and/or tenure evaluation; however, the department strongly encourages continuing

contributions in the field of specialization in which the faculty member was employed or fields in which he or she teaches.

Evaluation of a faculty member’s research and/or creative activity will be undertaken with due regard for individual

differences and for the unique nature and requirements of specialized fields. Generally, however, the significance of

research or creative activity will be assessed in terms of such criteria as quality, importance within the field of

specialization and to the discipline generally; length; prestige or visibility of the outlet in which the work appears or the

forum in which it is presented. The same criteria will be applied in assessing the significance of funded grants or reports.

The dossier of an applicant for promotion and/or tenure should provide substantiating evidence of the quality of the faculty

member’s research or creative activity, as evaluated by appropriate observers within and/or outside the university. This

evidence may be supplied in such forms as letters of reference and reviews of the faculty member’s publications.

Specifically, applicants are encouraged to submit published and unpublished reviews of their work. Working

collaboratively, the Department Chair, candidate, and departmental specialists in the candidate’s area will come up with

names of outside reviewers. The Department Chair will be responsible for ensuring that each candidate has at least three

such reviewers, and that at least three of the total number of letters come from reviewers at peer/peer-aspirant institutions

(See Arts & Sciences Guidelines III.4 for list of institutions). These persons will be asked to comment on the quality of

published and unpublished research or creative activity of the applicant. They will not be asked simply “Does this

individual merit tenure or promotion?” since the definition and application of standards at Texas Tech University are the

responsibilities of this university. All solicited letters from within or outside the university will be sent directly to the

Department Chair. The letters will be available to those eligible to vote on the application, and they will be forwarded to the

dean’s office as part of the applicant’s dossier.

Professional Service: Applicants for promotion and/or tenure must demonstrate professional contributions through service

to the department, college, university, and discipline at large. These contributions may include service as advisers,

committee members, program administrators, and participants in other professional activities of the university. Discipline-

related service to the immediate community, to the state and region, and to society at large also represents important

contributions. Participation in the activities of professional societies and organizations, especially through service in

leadership roles, is a strong indication of professional commitment. Contributions through presentations and consultative

services which do not interfere with a faculty member’s responsibilities to the university are regarded as further evidence of

professional reputation. All such services may include paid (compensated) as well as unpaid work on behalf of the

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profession. Service may include outreach and engagement, as described in the Appendix to the College of Arts and

Sciences Procedures. It is desirable that evaluations by qualified individuals, indicating the quality and extent of the service

rendered, be submitted with the promotion and tenure dossier.

Procedures for Tenure and Promotion

The English Department, the College of Arts and Sciences, and Texas Tech University all have produced documents

describing procedures associated with tenure and promotion review. What follows is a distillation and clarification of

procedures, intended to aid both the untenured and tenured faculty person in meeting requirements for assessment.

Faculty with tenure-track appointments should begin collecting materials for reappointment reviews, third-year review, and

tenure review, as soon as they start their employment at TTU. Save copies of publications, materials accepted for

publication, peer reviews of teaching, letters of appreciation for service, award notifications, course syllabi, and teaching

materials.

Since untenured faculty are expected to submit evidence of research activity in all review procedures beyond year one, the

English Department follows guidelines from the A&S Dean regarding the submission of such evidence. Only research

already published or accepted for publication may be submitted to the Department. A faculty member is urged, in the first

year of employment, to adapt his or her curriculum vitae to the format specified by the College of Arts & Sciences, and to

keep that version of the vita updated for later use in the tenure and promotion process.

Year One: During a faculty member’s first year on tenure-track, he or she will turn in an Annual Faculty Report (due

January 20), using Digital Measures. From this report, the Department Chair writes a Chairperson’s Assessment, which is

forwarded to the A&S Dean’s Office. The faculty member should also provide a copy of the report to the Faculty Merit

Committee, which will use it in determining the allocation of merit money among Department members.

During the spring semester the Department Chair, in consultation with the Tenure and Promotion Procedures

Committee, will assign the tenure-track faculty member a peer observer. This peer shall examine all relevant teaching

materials, meet with the faculty member prior to the classroom visitation, observe the faculty member’s class, and meet

again with the faculty member to discuss his or her teaching. After the observation, the peer reviewer writes up a report,

using the standard form and submits copies of the report to the faculty member and the Department Chair. The faculty

member has the right to make a written response to the peer observation report. At this point (usually the second week in

April), the untenured faculty must make available for review by the pertinent faculty (i.e., LCWL or TCR) a dossier that

will consist of the following:

1. a curriculum vitae, using the department’s annual report form, but cumulative for all semesters of teaching at TTU; list

all (including prior) pertinent publications, experience, and service to the profession

2. all sets of student evaluations of teaching from the previous semester and copies of the corresponding course syllabi

3. all peer observation reports on teaching (and any written response from the untenured faculty member)

4. copies of all relevant publications (including documentation of acceptance for forthcoming publications)

5. a brief statement summarizing their achievements during the period under review, as well as a statement of goals for

future years (optional)

After the pertinent tenured faculty members have had time to review the materials submitted by untenured faculty, the

pertinent tenured faculty will assess each untenured faculty member’s progress toward tenure in the areas of teaching,

research, and service, providing assessments to the Department Chair. Synthesizing the assessments and comments made by

the pertinent tenured faculty, the Department Chair will write an assessment of each untenured faculty person’s progress,

and share this assessment with that person. (Two copies need to be signed by both the faculty member and the Department

Chair.) This process should be completed before the end of the spring semester.

Year Two: During the fall the Department Chair, in consultation with the Tenure and Promotion Procedures Committee,

will assign the tenure-track faculty member a peer observer. This peer shall examine all relevant teaching materials, meet

with the faculty member prior to the classroom visitation, observe the faculty member’s class, and meet again with the

faculty member to discuss his or her teaching. After the observation, the peer reviewer writes up a report, using the standard

form and submits copies of the report to the faculty member and the Department Chair. The faculty member has the right to

make a written response to the peer observation report. At this point (usually the second week in November), the untenured

faculty must make available for review by the pertinent faculty (i.e., LCWL or TCR) a dossier that will consist of the

following:

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1. a curriculum vitae, using the department’s annual report form, but cumulative for all semesters of teaching at TTU; list

all (including prior) pertinent publications, experience, and service to the profession

2. all sets of student evaluations of teaching from the previous one-year period and copies of the corresponding course

syllabi

3. all peer observation reports on teaching (and any written response from the untenured faculty member)

4. copies of all relevant publications (including documentation of acceptance for forthcoming publications)

5. a brief statement summarizing their achievements during the period under review, as well as a statement of goals for

future years (optional)

After the pertinent tenured faculty have had time to review the materials submitted by untenured faculty, the pertinent

tenured faculty will assess each untenured faculty member’s progress toward tenure in the areas of teaching, research, and

service, providing assessments to the Department Chair. Synthesizing the assessments and comments made by the pertinent

tenured faculty, the Department Chair will write an assessment of each untenured faculty person’s progress, and share this

assessment with that person. (Two copies need to be signed by both the faculty member and the Department Chair.) This

process should be completed before the end of the fall semester.

In January, just as in year one, the untenured person must submit an Annual Faculty Report to the Department Chair, and a

copy of the report to the Faculty Merit Committee. (This requirement continues—even post-tenure—and so will no longer

be noted in this description.)

Year Three: Once again, during the fall, the tenure-track faculty member will be observed by a peer who will report on

teaching. However, the faculty person does not go through a fall semester review by the Department or have an assessment

written by the Department Chair. Instead, such a review occurs in the spring of year three (in the candidate’s sixth long

semester). The Department Chair, in consultation with the Tenure, Promotion and Procedures Committee, designates and

notifies three pertinent tenured faculty members who will serve as chair and members of the candidate’s Review

Committee, which shall scrutinize, evaluate, and report on the candidate’s teaching, research, and service to the pertinent

tenured members of the Department.

If the untenured faculty member undergoing the review has an objection to a specific member of the Review Committee,

the untenured faculty member may request that the Department Chair evaluate the potential for a conflict of interest. If the

Department Chair determines that there is a conflict of interest, the Department Chair, in consultation with the Tenure,

Promotion and Procedures Committee, will select a new member for the candidate’s Review Committee. If a member of the

Review Committee has a conflict of interest with an individual under evaluation, the member should meet with the

Department Chair and request to recuse himself or herself from the Review Committee.

After examining materials submitted by the candidate, the Review Committee’s report (and the candidate’s response, if

any), the pertinent tenured faculty will meet to discuss the candidate’s progress toward tenure. The meeting is to be

conducted by the Department Chair, but Review Committee Chairs will be responsible for conducting the discussion of the

particular candidates under review. After the meeting, the pertinent tenured faculty will vote by confidential ballot on the

candidate’s progress toward tenure. If the vote is negative, the pertinent tenured faculty will meet to discuss the candidate’s

case, and a second vote will be held to determine whether to recommend to the A&S Dean termination of the probationary

appointment.

The procedure outlined above will be conducted according to the specific procedures and guidelines contained in College of

Arts and Science Procedures for the Third-Year Review of Faculty in Tenure-Track Positions

Year Four: Same procedures as in year two.

Year Five: Same procedures as in year two, with the addition that in the spring semester the candidate will have another

peer observation of teaching in addition to that done in the fall of the fifth year. If for some reason the candidate did not

have a peer observer in the fall, two observations will be done in the spring. Also during spring, the Department Chair will

provide the candidate with the copy of the Department’s tenure and promotion guidelines that is to be included in the

candidate’s Tenure and Promotion Dossier, and remind the candidate to begin gathering together the other materials that

will be due early in the candidate’s sixth year. In addition, the candidate should start consulting with the Department Chair

about possible outside reviewers. At least three outside reviewers will be needed; and at least three of the total number of

letters should come from reviewers at peer/peer-aspirant institutions (See Arts & Sciences Guidelines III.4 for list of

institutions). All materials to be reviewed should be sent by the Department Chair to the reviewers by the end of the spring

semester of year five.

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Year Six: In the spring of the candidate’s fifth year, the Department Chair, in consultation with the Tenure, Promotion and

Procedures Committee, designates and notifies three pertinent tenured faculty members who did not serve on the

candidate’s Third-Year Review Committee to serve as the candidate’s Tenure and Promotion Review Committee. Any

potential conflicts of interest are to be brought before the Department Chair by the individuals named to serve on the

committee or by the candidate, and they will be resolved in the manner indicated for such cases in the description of the

Third-Year Review.

Having been reminded by the Department Chair to begin preparing the necessary materials during the spring of the

candidate’s fifth year, the candidate must submit her or his Tenure and Promotion Dossier to the English Department office

by August 25. The dossier will consist of those materials specified in section II of the “College of Arts and Sciences

Guidelines for Tenure and Promotion,” and will follow the format and standards designated in section II of that same

document.

In addition to the dossier, the candidate will provide a separate file that contains the following:

1. teaching evaluations from all courses taught since the time of the candidate’s Third-Year Review

2. copies of all relevant publications (including documentation of acceptance for forthcoming publications)

3. as in all previous years, the candidate may choose to submit a brief statement summarizing his or her achievements

during the period under review, as well as a statement of goals for future years

When the candidate has filed his or her materials, the Department Chair will provide ratings of the outlets in which

candidate’s publications appear. These ratings, from 1-5, appear in the left hand margin of the curriculum vitae. To

determine the ratings, the Department Chair will make every effort to consult with colleagues who are most knowledgeable

about the journals and presses with which the candidate has published (see sample memo regarding rating of presses and

journals) and will also consult with the candidate about the ratings. The candidate has the right to discuss revisions.

After the publication outlets have been rated, the candidate’s Tenure and Promotion Review Committee will have two

weeks to evaluate the candidate’s submitted materials and to file a Tenure and Promotion Report that assesses the

candidate’s success in meeting the Department’s standards for tenure and promotion. Parallel to the procedure at the time of

the Third-Year Review, the candidate’s Review Committee chair should consult with appropriate program directors

(Directors of Graduate Studies, Literature, Creative Writing, Linguistics, Composition, Technical Communication) to

determine whether there are particular areas of concern to be addressed in the review of the candidate.

After the Review Committee has filed its report in the candidate’s dossier, the candidate will have one week to make a

written response to the report if he or she so desires. The completed Tenure and Promotion Report, along with the report

written during the Third-Year Review and any written responses by the candidate to these reports, will be included in the

appendix to the candidate’s Tenure and Promotion Dossier. The A&S Dean has requested that nothing should be added to

the dossier once it has been provided to the Department for evaluation. (The sole exception to the prohibition on additions

to the dossier occurs when a submitted manuscript is accepted for publication and is thus “in press.” In this case, the

Department Chair may add a letter to that effect to the dossier.)

At this point (usually the third week of September), the candidate’s Tenure and Promotion Dossier will be made available

to the pertinent members of the Department, who will have approximately two weeks to read the materials. After

examining materials submitted by the candidate, the Tenure and Promotion Review Committee’s report (and the

candidate’s response, if any), the pertinent tenured faculty will meet to discuss the candidate’s progress toward tenure. As

in the procedures at the time of the Third-Year Review, the meeting is to be conducted by the Department Chair, but Tenure

and Promotion Review Committee Chairs will be responsible for conducting the discussion of the particular candidates

under review. After the meeting, the Department Chair will distribute ballots, which must be returned by a specific date

(usually early in October). The pertinent tenured faculty will vote separately on tenure, and then those faculty who have

achieved at least that rank will vote on promotion. A & S Guidelines require that ballots be submitted unsigned.

In voting on the candidate, members of the pertinent faculty are charged with assessing the candidate’s success in teaching,

research, and service. According to the English Department’s document on standards for tenure and promotion, the

candidate seeking tenure must demonstrate: “(1) effectiveness as a teacher; (2) competence in research or creative activity

as shown by a record of refereed publication, specifically a book or its equivalence in significance, scope, and substance

(such as an accepted book, professional journal articles, or other appropriate publications); (3) a record of professional

service appropriate to the discipline, the department, the college, or the university; and (4) promise of growth in teaching

and in research or artistic activity.”

The English Department’s standard for promotion from the rank of Assistant Professor to the rank of Associate Professor is

the same as its standard for tenure.

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Along with the chair of the Tenure and Promotion Procedures Committee, the Department Chair will count the ballots and

record the vote on a ballot count form, and include the name of the chair of the Tenure and Promotions Procedures

Committee who assisted in counting ballots. The Department Chair will then place in the candidate’s Tenure and Promotion

Dossier a tabulation of the pertinent faculty’s vote on the candidate, and a letter explaining the Department Chair’s own

vote for or against the candidate.

At this point, the Department Chair will make available to the candidate the entire dossier, including the ballot count. The

candidate will sign a statement, to be included in the dossier, certifying that he or she has reviewed the contents of the

dossier and has been provided with a copy thereof. This statement does not constitute approval of the dossier. Any time

prior to submission of the dossier to the A&S Dean, the candidate may request in writing that the dossier be withdrawn

from further consideration.

From this point on, the tenure and promotion process moves out of the Department of English. The A&S committee may

ask the candidate for more information or to appear before the committee. After the A&S committee and the A&S Dean

make their determinations, the dossier moves to higher administrative levels.

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T&P Explanatory Addenda

Creative Writing

For tenure and promotion to associate professor, a candidate should be measured by a substantial combination of the

following items:

1. The quality of the candidate's work in a primary genre.

2. The quality of the candidate's work in a secondary genre, if the candidate should desire this work to be considered.

3. The publication record of the candidate's work in a primary genre (this may consist of books, publications in relevant

journals and relevant online journals/websites, editorial accomplishment, recordings, readings, inclusions in anthologies,

exhibits, published collaborations, and conference presentations) greater than or equal to a published book in the primary

genre.

4. The publication record of the candidate's work in a secondary and/or tertiary genre (consisting of the same items in #3

above), if the candidate should desire this work to be considered.

5. Excellence/creativity in teaching.

6. Service to the department, college, university, and profession.

7. Prizes, fellowships, and awards.

For promotion to full professor, a candidate should have a substantial combination of the above items (1-7) and the equivalent

of two or more published books.

Comparative Literature

Because of the inherently interdisciplinary nature of comparative literature, we suggest that review of candidates in that field

be extremely flexible about venues of publication so long as the published research equals in significance, scope, and

quality a well-refereed book.

Technical Communication and Rhetoric

Tenure and promotion is a choice that many academics make for both personal and professional reasons. The evaluation of

materials submitted for these academic ranks should be done in full light of the nature of scholarship in technical

communication and rhetoric, reflecting various genres, media, theories, pedagogies, and professional values that shape our

work.

Research

We do not subscribe to the single-authored book as the sole standard for scholarship, but consider contributions to

scholarship that can take many forms: articles, textbooks, media publication, software publication, and other forms of

knowledge that reflect the professional endeavor of knowledge making in our field. Similarly, our research methods, grant

writing, collaborative strategies, and subsequent publication formats may be very different from those in other disciplines

and will require an appropriate evaluation.

Teaching

Our teaching takes on various forms—service-learning, distance formats, synchronous and asynchronous digital interactive

learning—as well as what goes on in a conventional classroom. We wish our teaching to be evaluated according to

appropriate standards, where, in many instances, we do not have face-to-face interaction, and our teaching does not exist

solely within 4 walls, but may be individualized, exploratory, collaborative, and highly interactive. Our teaching

assessment may not be clearly measured by performance-based measures or university standard teacher and course

evaluations, but may need to be supplemented by testimonials, evidence of achievement, and professional engagement of

students to which our work strives.

Service

In a growing profession like ours, professional service can have impacts far beyond what might be seen from more

established disciplines. Our service to professional organizations, encouragement of publication projects, involvement in

university affairs, and program administration needs to be recognized by valid measures of the requirements and

challenges we face in our discipline.

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Later British Literature

Criteria for Evaluating Publications

1. Work makes an original contribution to the applicant’s discipline

a. Work as an editor (whether of a scholarly journal or book series) is valued for bringing original work to scholars in the

discipline.

b. Review essays (which by their nature draw connections between works of published scholarship or which overview the

field) are also valued as making an original contribution.

2. Publication pattern reveals a coherent body of work

a. This is not to say that candidates cannot publish work outside of their immediate field. Our department has always

shown a generous flexibility in considering works outside of period boundaries but arguably within a candidate’s area of

specialization. So, a candidate with a thematic interest could publish across period boundaries: a medieval scholar could

reasonably publish on Tolkien or William Morris; a drama specialist on Renaissance and twentieth-century comedy.

b. Candidate’s narrative rhetorically situates how the various elements of their publication record forms a coherent body of

work.

3. The candidate’s pattern of publication should be convincing to a review committee. One for example could not publish 8

review essays and successfully meet the requirements for tenure.

4. Publication appears in peer-reviewed venues

a. This wording accepts materials published in formats other than print as long as those formats are peer-reviewed. If we

say “journal” or “essay collection,” or even “book,” we imply a certain sort of publication: typically a print one that

comes out on a regular schedule (with issues and years). But many electronic scholarly publications come out when

things are ready: this will be an especially important point for candidates in disciplines other than traditional literary

criticism and theory.

b. Eventually in one’s career, the quality of one’s work publications bring positive attention from the scholarly community,

leading to invitations to participate in projects, special issues, collections, etc. As long as the project or venue is peer-

reviewed (even if by the publisher’s vetting process), such works should receive value as indicating one’s status in the

profession.

5. All publications, regardless of publication date, count towards tenure and/or promotion.

6. Publication record over time shows a continued pattern of research and publication. Administrative or service appointments

may slow the progress of a work to publication, but it should not replace continued publication as criteria for promotion.

7. The quality of one’s work has received recognition from the community of scholarship. Primarily for candidates seeking

promotion to full, some indication of the candidate’s value to the discipline should be considered: impact of one’s work and

reputation as a scholar as evidenced by citations, speaking engagements, officerships in field-specific organizations, etc.

Number of Publications Required

The candidate can fulfill the publication requirements for tenure in a variety of ways:

1. A book (print or electronic)

2. 6-8 articles

a. Whether a candidate should publish 6, 7, or 8 depends on the quality of the publication venues for his or her work overall

b. Articles can be print or electronic as long as the venue is peer-reviewed

3. Some combination of articles and other scholarly work. The department merit guidelines already designate the values the

department places on various types of scholarly publications:

book-length scholarly edition: 4/5s of a book

translation: 4/5s of a book

textbook (as distinguished from a reader), 3/5s of a book

collection of essays: 3/5s of a book

monograph: 3/5s of a book

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Linguistics

We, the faculty in linguistics, are open to new media and to collaborative work and to defining broadly what constitutes a

publication. The Linguistic Society of America, in fact, has a strong official policy about electronic media’s place in tenure &

promotion reviews. We affirm that there are equivalencies to books in publishing. We value book reviews. It is our feeling

that the current departmental policy provides adequate flexibility to accommodate all of the above without further revision,

but we are happy to listen to what other groups in the department may have to suggest by way of revision.

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T&P Procedures for the Annual Progress-Toward-Tenure Review (2nd, 4th, and 5th years)

A. Each Fall semester the department chair, in conjunction with the Tenure and Promotion Procedures Committee, shall

establish and make available to the voting faculty a time table for the tenure-progress review.

B. The department chair shall make available to tenure-track faculty copies of the curriculum vitae format and shall issue

a call for the submission of all relevant materials, including a completed curriculum vitae, all sets of the department’s

student teaching evaluations collected during the previous one-year period, copies of all publications, and work

accepted for publication.

C. The TP&P Committee shall supervise a program of faculty visitation and teaching evaluation. The following

guidelines will be observed:

1. The evaluation in the first year will be conducted in the Spring semester, in the 2nd, 4th, and 5th years in the Fall

semester, with one tenured faculty member evaluating each tenure-track faculty member.

2. If possible, visits in subsequent years should be made by evaluators who have not previously evaluated the same

faculty member, in order to permit a variety of evaluators.

3. Though faculty members who are to be evaluated may not request a specific individual or class for an evaluation,

changes of assignment will be considered under certain circumstances, such as 1) when both the evaluator and the

faculty member to be evaluated request a change, or 2) when an existing relationship is considered by either faculty

member to be a significant hindrance to the proper functioning of the evaluation process or the process a threat to the

relationship.

4. A request for change of assignment should be directed to the department chair, who may bring the matter to the

attention of the TP&P Committee, or the person making the request may appear before the Committee.

5. The evaluator shall request from the faculty member to be evaluated all relevant teaching materials, such as course

policy statement, syllabus, and a sampling of graded student papers.

6. The evaluator shall schedule a pre-observation conference with the faculty member to be evaluated. At this

conference the evaluator and faculty member shall discuss the criteria (and the departmental evaluation form) which

shall govern the evaluation, as well as other pertinent matters, such as course objectives, teaching methods, etc., and

shall agree upon a date for an in-class observation.

7. The evaluator shall visit the faculty member’s class and observe the faculty member’s teaching.

8. The evaluator shall schedule a post-observation conference with the faculty member, at which time they will discuss

their impressions, comment on apparent strengths and weaknesses evident in the faculty.

9. Following the post-observation conference, the evaluator shall write his or her evaluation (using the departmental

form) and submit copies to the faculty member evaluated and to the department chair.

10. A faculty member wishing to appeal his or her teaching evaluation prior to its consideration by the tenured faculty

should immediately initiate an appeal with the department chair, who will counsel with the faculty member and

advise him or her of the right to submit a written response to the teaching evaluation.

D. The department chair shall make available for review by the pertinent tenured faculty (i.e., LCWL or TCR) all

materials submitted for tenure-progress review, including a curriculum vitae, student teaching evaluations, faculty

teaching evaluations, copies of all publications, and work accepted for publication.

E. The pertinent tenured faculty shall meet to advise the department chair regarding each tenure-track faculty member’s

progress toward tenure.

F. Synthesizing comments made by the pertinent tenured faculty, the department chair shall write an assessment of each

tenure-track faculty member’s progress toward tenure and shall meet with each candidate to discuss the assessment.

The department chair and the candidate shall each sign two copies of the assessment, and each shall retain a copy.

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Approximate Calendar for Tenure and Promotion Application

Spring of Year Five

Feb/March Spring peer observation of teaching for fifth-year candidates.

March 15 Department Chair sends letters to external reviewers for evaluation of candidate’s publications.

April 1 Department Chair gives candidate the copy of the Department’s tenure and promotion guidelines that is

to be included in the Tenure and Promotion Dossier.

May 1 Department Chair meets with the candidate to discuss possible members of the Tenure and Promotion

Review Committee.

May 8 Department Chair notifies those appointed to serve as chair and members of Tenure and Promotion

Review Committee.

May 15 Any conflict of interest involving Review Committee members resolved through the Department Chair.

Fall of Year Six

Aug 25 Candidate files Tenure and Promotion Dossier in the English office; Department Chair adds rankings of

publication outlets on the candidate’s vita.

Sept 10 Review Committee files Tenure and Promotion Report in the candidate’s dossier.

Sept 17 Candidate files in dossier a written response (if any) to Review Committee report; Tenure and Promotion

Dossier made available to the tenured faculty.

Sept 30 Tenured faculty meet to discuss candidate’s application for tenure and promotion; Department Chair

distributes ballots to the tenured faculty.

Oct 6 Tenured faculty return completed ballots on tenure and promotion of the candidate.

Oct 10 Department Chair places tabulation of vote and Chair’s own letter on the candidate in the dossier;

candidate signs statement that he or she has reviewed the contents of the dossier; candidate is given a

copy of the dossier.

Oct 14 Tenure and Promotion Dossier plus seven copies submitted to A&S Dean.

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Approximate Calendar for Third-Year Review

Nov 8 Department Chair meets with the candidate to discuss possible members of the Third-Year Review

Committee.

Nov 15 Department Chair notifies those appointed to serve as chair and members of Third-Year Review

Committee.

Nov 22 Any conflict of interest involving Review Committee members resolved through the Department Chair.

Nov 29 Review Committee chair informs candidate of the review process and deadline for filing completed Third-

Year Review Dossier.

Jan 20 Candidate files Third-Year Review Dossier in English office.

Feb 15 Review Committee completes report and files it with the candidate’s Third-Year Review Dossier in the

English office.

Feb 28 Candidate files in dossier a written response (if any) to Review Committee report; Third-Year Review

Dossier made available to the tenured faculty.

Mar 7 Tenured faculty meet to discuss candidate’s progress toward tenure; Department Chair distributes ballots

to the tenured faculty.

Mar 14 Tenured faculty return completed ballots on candidate’s progress toward tenure.

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Form for Rating of Candidate in Years Two, Four, and Five

Teaching

satisfactory

unsatisfactory

Research

satisfactory

unsatisfactory

Service

satisfactory

unsatisfactory

Comments

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Teaching Observation Form

Date of visit:

Person Evaluated:

Subject [English 1301, 3323, etc.]:

Signature of evaluator:

Along with any other comments you wish to make, please comment upon the following points to the extent that you were

able to observe them:

1) Knowledge of subject

2) Organization in lecture or discussion

3) Clarify in presentation of material

4) Clarity of response to student’s questions

5) Overall ability to maintain interest

6) Classroom Decorum

7) Course organization and grading (you are asked to request a course description and student papers from the instructor).

In addition to your narrative commentary, please provide an overall rating of the instructor by marking the appropriate box

below.

1) Above average __________ 2) Satisfactory __________ 3) Unsatisfactory__________

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Memorandum Requesting Journal Ratings

To:

From: Bruce Clarke

RE: Ratings of Presses and Journals

Date: August 15

According to OP regulations on tenure and promotion, the Chair must rate presses and journals listed in promotion packets

that go to the A&S Dean’s Office. The scale for rating is:

5 = Outstanding recognition in field, highly prestigious, refereed.

4 = Highly respected in field, refereed.

3 = Good reputation, selective in publication, refereed.

2 = Average, fairly easy to publish in, typically refereed.

1 = Below average publication, not discriminating on articles published

0 = Not to be counted as a publication

S = Special publication not ranked above.

I ask for your help in making decisions about ratings for journals and presses with which you are familiar. Could you please

provide such ratings and return this sheet to me by Sept 1?

Procedures state the chair will consult with colleagues knowledgeable in the area.

Name of individual doing the rating: ____________________________________

University of Xxxxxxx Press

Xxxxx Xxxxxx University Press

Xxxxx Xxxxxx Publishers

Journal of Xxxxxx Xxxxxxx

Studies in Xxxxx Xxxxxx Xxxxxx

Xxxxxx Xxxxxx Review

Quarterly Journal of Xxxxxxxxx

The Texas Review of Xxxxx Xxxxx

- 37 -

Tenure and Promotion, College of Arts & Sciences Procedures

I. Introduction

The “College of Arts & Sciences Guidelines for Tenure and Promotion” is one of three documents governing the

conferring of tenure and promotion in rank to Arts & Sciences’ faculty. The other two documents are: (a) the Texas

Tech University Tenure Policy, OP 32.01, available at www.depts.ttu.edu/opmanual/OP32.01.pdf, and (b) the

department’s tenure and promotion guidelines and criteria. Departmental guidelines must be consistent with those of the

College of Arts & Sciences and the University and any revisions must be submitted for the approval of the Dean by July

1 of the year in which they are to be put into effect.

Chairpersons will provide these documents, along with the faculty member’s letter of appointment stating the terms and

conditions of employment, at the time of initial employment. A signed statement by the candidate stating that he or she

has seen these documents and received a copy of the dossier must accompany the promotion and/or tenure dossier.

The College of Arts & Sciences and the University expect faculty members to contribute to the essential functions of the

university (see OP 32.06 Faculty Responsibility) and to “accept responsibility for abiding by and promoting ethical

principles of the university” (see Appendix A of OP 32.01). The meeting of these expectations will be reviewed as part of

the tenure and promotion process.

The College views the probationary period for tenure-track faculty as an essential time for determining whether the

faculty member will be able to maintain a strong and uniform record of effective teaching, significant research and

creative activity, and service to the unit and the profession. Thus, the College of Arts and Sciences normally will not

recommend candidates for tenure and promotion to Associate Professor prior to their sixth year of service unless a

compelling reason for doing so is advanced by the department Chairperson and/or the candidate. It is strongly

recommended that the faculty member complete the third-year review process, prior to making the decision to request an

early tenure decision. If a candidate wishes to be considered prior to the end of the normal probationary period, it is

expected that the individual’s record at Texas Tech be “equivalent or more than would be expected at the completion of a

full probationary period.” (OP 32.01) To initiate the request for an early tenure decision, the faculty member should

notify the Chairperson, and the Chairperson should consult with the Dean.

II. Procedures at the Departmental Level

Evaluation at the departmental level begins in the first year of a tenure-track faculty member’s service at Texas Tech.

Annually each faculty member will submit an Annual Faculty Report to the Chairperson (OP 32.32). Based on this report

and other peer evaluations, the Chairperson will provide a written assessment of the performance of each faculty member.

During the sixth long semester, the department will conduct a third-year review. The review process is to be conducted in

accordance with the guidelines provided in the College of Arts & Sciences "College of Arts & Sciences Principles and

Procedures For the Third-Year Review of Faculty in Tenure Acquiring Positions,” in accordance with the guidelines in

part III of this document, and in conformity with the faculty member’s departmental guidelines.

It is the responsibility of the Chairperson to notify the faculty of the department deadlines for applying for tenure and

promotion. These deadlines must be sufficiently early to permit a thorough evaluation of each candidate’s teaching,

research, and service achievements by eligible members of the faculty and to enable the Chairperson to submit originals

and copies of a complete and well-organized dossier to the Dean’s Office by the third Friday in October.

The version of the dossier to be forwarded ultimately to the Provost should conform to OP 32.01. The basic form is as

follows and should be presented as an unbound copy with no holes (see Dossier Format from Office of the Dean for

specifics):

1. Consideration of Tenure and Promotion form

2. Dean’s letter

3. Chairperson’s letter. If a department tenure and promotion committee provides a written report to the faculty or

Chairperson, that report should follow the Chairperson or letter.

4. Vita with Chairperson’s ratings of publication or creative activities. See College of Arts & Sciences CV format.

5. Summary of external reviewers’ selection process and qualifications.

6. Solicited letters from external reviewers. See Dossier Format for the selection of these reviewers.

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7. Basic information (see Dossier Format).

8. Original letter of appointment.

9. Teaching effectiveness (see Dossier Format for specific information).

10. Research and creative activities (see Dossier Format for specific information).

11. Service activities (see Dossier Format for specific information).

12. Faculty annual reports with Chairperson’s assessments, including third-year review where applicable.

As an appendix to the original dossier, the following materials should be included but will not be forwarded to the

Provost unless requested:

Ballot count summary sheet

Ballot comments (but not the ballots)

Peer evaluations

Compilation of all student evaluations (Questions 1 and 11 and comments)

List of citations

List of all Unfunded Applications

In working with the candidate in preparing the dossier, the Chairperson should keep the following points in

mind:

1. A candidate who does not receive a majority vote from the tenured, eligible department faculty and/or the support of the

Chairperson may elect to have his or her dossier sent forward to the Dean’s Office. However, in such circumstances the

candidate should be made aware of the fundamental importance of peer evaluation and of the need for an exceptionally

strong dossier and/or rationale to receive favorable recommendations at the higher levels of review.

2. The candidate’s dossier should contain a comprehensive summary of peer and student teaching evaluations. The

Chairperson, who is responsible for compiling the summary, should sign the summary of student evaluations. Peer

evaluations of a tenure-track faculty member’s teaching should be conducted annually following the documented

procedures of the department. Peer evaluations of tenured faculty members applying for promotion should be conducted,

at the latest, the semester prior to application for promotion. Additional information regarding the individual’s

contributions to the teaching mission (e.g., service learning, involvement in the graduate program, curricula design) should

be documented in the summary materials.

3. The candidate’s dossier should contain evidence of the comparative quality of the publications and/or creative activities of

the candidate. This is to be done by the chair rating the outlets in accordance with the guidelines in OP 32.01. This rating

is to be done on the vita. The Chairperson and tenured, eligible faculty should independently assess the candidate’s

publications and/or creative activities prior to voting rather than depending only on the reputation of the outlets.

4. Outside letters of recommendation must be solicited on behalf of the candidate and included in the dossier. There is no

stipulation on how many external letters are required, but at least 3 of them should come from peer/peer-aspirant

institutions. A list of these schools can be found on pages 32, 34 and 38 of the 2011 Strategic Planning Report

(http://www.ttu.edu/stratplan/docs/2011-stratplan.pdf) and AAU schools

(http://www.aau.edu/about/article.aspx?id=5476).

The external letters should come from reviewers who are well qualified to evaluate the candidate’s research, but should

have not had a personal relationship with the candidate (e.g., collaborator, coauthor, former professor or student,

dissertation committee, etc.). The candidate may secure letters from individuals who are qualified to address specific

aspects of the candidate’s scholarship, such as an evaluation of outreach and engagement activities.

The Chairperson should provide a brief statement information about each of the external reviewers. This statement should

note the individual’s qualifications to judge the candidate’s work and the nature of the candidate/reviewer relationship (e.g.,

never met, met at conferences, etc.).

Note: All solicited letters should be included in the dossier, and prospective reviewers should be informed that the

candidate would have access to the letters as a part of the dossier. 5. Ballots should be submitted unsigned by the voting faculty to the Chairperson who, in the presence of one department

faculty member, will tally them and record the tally on the form to be forwarded to the Dean’s Office. The Chairperson

will indicate in writing to the Dean the name of the other faculty member who is verifying the ballot count.

6. Faculty members should be encouraged to explain fully the reasons for their votes.

These unsigned comments should be typed rather than handwritten. They are to be collected, separate from the ballots,

and forwarded by the Chairperson to the Dean’s Office appended to the dossier.

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7. The Chairperson’s letter should clearly state his or her recommendation and the reasons for this recommendation,

including who has been consulted prior to the Chairperson reaching his or her decision, any form of consultation,

departmental committee recommendation, and faculty vote. This recommendation represents the chairperson’s single

vote; that is, the chairperson may not have a separate vote as a member of the faculty in the department. The Chairperson

may not abstain from making a recommendation. A copy of this letter must be given to the candidate at the time the

dossier is forwarded to the Dean’s Office.

8. The candidate must see the completed dossier, although he or she does not have to approve it. Letters of rebuttal from

candidates are not accepted as part of the dossier.

9. The original is to be submitted to the Dean’s Office as an unbound copy with no holes. Blank sheets of colored paper should

be inserted between the sections. The electronic copy to be provided to the Provost will be compiled under the supervision

of the Associate Dean for Faculty Affairs. The candidate and/or department should retain an additional copy of the dossier.

“Once the dossier has been submitted for consideration in the department, no further information should be added to the

dossier, other than that required by department and collegiate procedures with regard to recommendations by review

committees, department chairpersons, or dean.” (OP 32.01)

III. Procedures at the College Level

The College of Arts & Sciences conducts its own independent tenure and promotion deliberations. Chairpersons should

inform candidates that this review is not a mere formality. A favorable vote from the department and a favorable

recommendation from the Chairperson does not guarantee that the ultimate recommendation from the College of Arts &

Sciences, and later from the Graduate Dean, the Provost, and the President to the Chancellor and the Board of Regents,

will be favorable. Likewise, unfavorable departmental votes are not always upheld.

At the college level, the Arts & Sciences Tenure and Promotion Committee, appointed and chaired by the Dean (or

his/her designee), is responsible for making recommendations to the Dean on all tenure and promotion applications.

Following careful deliberations, the Committee takes a formal vote, which is recorded on the Consideration of Tenure

and Promotion Form. Committee members do not vote on tenure and promotion applications from their own

departments or schools. The Dean does not cast a vote at this stage.

In their deliberations, Committee members rely primarily on the evidence contained in the applicant’s dossier. For this

reason it is important that the dossier be complete and compiled in a neat, professional manner. The Committee may,

however, ask for additional information. In all cases in which there is a serious question about the desirability of

recommending tenure for a candidate in his or her mandatory year of the probationary period, the candidate and the

department Chairperson will be asked to meet individually with the Committee. At the discretion of the Dean, other

individuals may be asked to meet with the Committee as well.

Following the deliberations of the Tenure and Promotion Committee, the Dean will make his or her own independent

recommendation. She or he will at this point, inform the candidate of her/his decision, permitting the candidate to

decide whether or not he or she wishes to have the dossier sent on for further evaluation.

IV. Standards for Academic Ranks

The minimum qualifications for each rank are as follows.

1. Assistant Professor: For a faculty member to be appointed to a tenure-track position the qualifications for the rank of

Assistant Professor are typically required. The candidate for this rank must have the ability to teach effectively and hold

the terminal degree (or its equivalent) as defined by the academic unit as appropriate to the position of Assistant

Professor. In addition, the candidate must show promise for growth in teaching, research, and service, any of which may

include outreach and engagement (see Appendix for examples of outreach and engagement in these areas).

2. Associate Professor: Promotion from Assistant Professor to Associate Professor requires the candidate to engage in high

quality teaching, research and service, any of which may include outreach and engagement. Specific qualifications

include: (a) a demonstrated record of effectiveness as a teacher, (b) a record of peer-evaluated publication or creative

activity which has contributed to the discipline or field of study, to the candidate’s intellectual and creative

development, and to the quality of his or her academic unit, (c) a demonstrated record of significant contributions to

- 40 -

undergraduate and graduate students in research, scholarship and creative activity in disciplines where such efforts are

specified by the academic unit’s tenure and promotion guidelines, (d) documented effort to secure external funding to

support research or creative activity and yielding success as is appropriate in the type and scope to the candidate’s

discipline or field of study and aligned with the faculty member’s letter of appointment, (e) appropriate professional

service identified by the academic unit, and (f) a promise for growth in teaching, research and creative activity, and

service.

3. Professor: For promotion to the highest academic rank, the candidate’s academic achievement and professional

reputation must be superior and should have resulted in national or international recognition, which may include

outreach and engagement. The candidate is expected to demonstrate a clear and continuing record of significant

involvement with undergraduate and/or graduate students in his/her research, scholarship and creative activity, as well

as the support of students as appropriate within the candidate’s discipline or field of study. This rank can be earned only

by a candidate who has demonstrated continued growth in, and has a cumulative record of, teaching effectiveness;

substantial peer-reviewed publications or creative activities, which are supported by extramural funding in the form of

fellowships, grants, and similar kinds of support appropriate in type and scope to the candidate’s discipline or field of

study; and, contributions to university and professional service.

V. Standards for Tenure

A favorable tenure decision requires that the candidate engage in high quality teaching, research, and service, any of

which may include outreach and engagement. Specific qualifications include: (a) a demonstrated record of

effectiveness as a teacher; (b) a record of peer-evaluated publications or creative activities which have contributed to

the discipline or field of study, to the candidate’s intellectual and creative development, and to the quality of his or her

academic home; (c) a demonstrated record of significant contributions to undergraduate and graduate students in

research, scholarship and creative activity in disciplines where such efforts are specified by the academic unit’s tenure

and promotion guidelines; (d) documented efforts to secure external funding to support research or creative activity and

yielding success as is appropriate in the type and scope to the candidate’s discipline or field of study and aligned with

the faculty member’s letter of appointment; (e) appropriate professional service identified by the academic unit; and,

(f) a promise for growth in teaching, research and creative activity, and service.

VI. Implementation

The implementation of the guidelines will be effective Fall 2012. Faculty hired prior to the approval of this document

may choose to use either the guidelines outlined in this document, or those guidelines in effect when the candidate was

hired (if being considered for promotion to associate professor and/or tenure), or those guidelines in effect when the

candidate was last promoted (if being considered for promotion to professor).

Appendix

The College of Arts & Sciences values outreach and engagement activities. The following are examples of these

activities in relation to teaching, research, and service.

A. Outreach or Engagement in Teaching:

Activities such as incorporating service learning activities into the course would demonstrate Outreach or Engagement in

Teaching. “Service learning is a pedagogy that links academic study and civic engagement through thoughtfully organized

service that meets the needs of the community.” (Teaching, Learning & Professional Development Center website).

Organizing study abroad opportunities and field schools may also be included in this classification. Textbooks, articles and

other contributions to creative pedagogy and innovative instructional materials are other aspects of Outreach and

Engagement in Teaching.

B. Outreach or Engagement in Research:

Publications: Articles may be written and published in peer-reviewed journals that describe the education/outreach work in

a scholarly manner. Education/outreach activities should be planned with specific objectives, implemented methodically,

- 41 -

and results described in a reflective manner. Such papers may be of a more expository nature and may not always appear in

the traditional, scholarly literature within a discipline.

Funding: Grant proposals may be submitted to support education/outreach activities. Submitted proposals may be weighted

to reflect the time involved and the quality of the submission (partly indicated by the funding obtained).

C. Outreach or Engagement in Service:

Education/outreach activities (e.g., in the STEM areas, math clubs, summer science camps, etc.) may be organized. These

may be given weighting similar to traditional service, or may merit course release time. Service on local, regional, and

national panels is expected, commensurate with the rank of the faculty member.

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Tenure and Promotion, University Procedures

OP 32.01: Promotion and Tenure Standards and Procedures

DATE: July 11, 2012

PURPOSE: The purpose of this Operating Policy/Procedure (OP) is to define university-level standards and procedures

concerning promotion and tenure. All faculty being considered for promotion and tenure are to be evaluated using the

version of OP 32.01 effective on the date of hire, unless they elect to be evaluated using the current version of the policy

(subject to the provisions of sections 6.a. and 9. herein).

REVIEW: This OP will be reviewed in November of odd-numbered years by the senior vice provost with recommended

revisions presented to the provost and senior vice president (PSVP) by December 15. Any change in this OP must be

conducted in accordance with section 9 herein.

POLICY/PROCEDURE

A university is a community of scholars whose members are engaged in the discovery, evaluation, transmission, and

extension of knowledge. As such, they must be free to search for and express the truth as they find it, whether in the

classroom, research/creative activity, or service as members of the community, and regardless of their tenure status. They

must also be free from undue constraints, whether imposed from inside or outside the university.

Faculty members’ privileges imply correlative responsibilities. In addition to maintaining standards of competence,

particularly those relating to scholarship and teaching ability, faculty members are responsible for maintaining the proper

attitude of objectivity, industry, and cooperation with their associates within the university. It is a faculty member’s

professional responsibility to contribute productively throughout his or her academic career.

As persons of learning, faculty members should remember that the public may judge their profession and institution by their

utterances and other actions. They should, thus, at all times be accurate, exercise appropriate restraint, show respect for the

opinions of others, and exercise every effort to make clear that, as individuals, they do not speak for the institution.

Members of the faculty who are employed in a full-time tenure-track position with Texas Tech University are covered by

this OP. The tenure policy does not apply to strictly administrative positions, non tenure-track positions, or part-time

appointments. Approval of continuing appointment of persons holding full-time instructional positions that do not acquire

tenure is described in OP 32.34. The terms and conditions of every full-time tenure-track faculty appointment shall be

stated in the faculty member’s letter of appointment and should be in the possession of both the university and the faculty

member at the time of initial employment. These terms and conditions shall include departmental guidelines, college

guidelines, guidelines for third-year review procedures, and this OP.

Texas Tech University has adopted a statement of ethical principles (Attachment A) that calls on all members of the

university community to accept responsibility for promoting shared ethical principles. All academic appointments and

tenure judgments and recommendations rest upon honest evaluation of the faculty member’s performance of his or her

teaching, research and creative activity, and service responsibilities. Consistent with OP 40.01 and OP 10.12, such

judgments and recommendations are to be made without regard to race, religion, gender, sexual orientation, age, national

origin, or disability, as defined by the Americans with Disabilities Act, as amended.

In keeping with the mission of the university, tenure and promotion of quality faculty are essential values and processes in

strengthening academic quality and reputation. Tenure and promotion also incentivize the university's strategies to promote

excellence in teaching, expand and enhance research and creative scholarship, and to further notable outreach and

engagement.

1. Concept and Purpose of Tenure

a. Academic tenure is designed to assure the faculty freedom in teaching, research, opinion, and full participation as citizens

in the community. The purpose of academic tenure at TTU is also to retain a body of faculty best qualified to help develop

and execute the core university mission of advancing knowledge and educating students. The purpose of promotion at TTU

is to recognize and reward faculty with records of sustained professional accomplishment that contribute to that mission.

TTU is committed to retaining and promoting faculty whose work achieves a high standard of excellence and who

- 43 -

demonstrate through the performance of their duties a commitment to professionalism and to the core university mission.

The university receives guidance from the AAUP Statement on Professional

Ethics (http://www.aaup.org/AAUP/pubsres/policydocs/contents/statementonprofessionalethics.htm)adopted in 1966, in

determining standards for professionalism, and from the AAUP Statement of Principles on Academic Freedom and Tenure

(http://www.aaup.org/AAUP/pubsres/policydocs/contents/1940statement.htm), adopted in 1940, in ensuring traditional

safeguards for academic freedom.

b. Academic tenure has been adopted so that Texas Tech University may have the benefit of the competent and honest

judgment of its faculty. Tenure recognizes the professional status of university faculty and assures that tenured employment

may be terminated only for adequate cause (see OP 32.02 Faculty Non-reappointment, Dismissal, and Tenure Revocation).

c. Tenure aims at the retention, encouragement, and promotion of the ablest and most promising faculty.

d. Tenure may normally be obtained only after a period of probationary service. After tenure is granted, the burden of proof

rests upon the university when it wishes to dismiss a tenured faculty member.

2. Procedures for Admission to Tenure

a. All departments shall have in place procedures for a third-year review for each untenured faculty member, which is to

include a written assessment and recommendation regarding the faculty member's progress toward tenure and promotion.

b. A faculty member must complete a reasonable probationary period before acquiring tenure in the university. The maximum

probationary period for admission to tenure is the same for all tenure-track ranks. Before the end of a six-year probationary

period at Texas Tech University, a tenure-track assistant, associate, or full professor, librarian, or archivist must be notified

in writing either that tenure has been awarded or that the appointment will not be renewed at the end of the seventh,

terminal year.

c. Computation of the maximum probationary period begins based on the written terms and conditions indicated in the faculty

member's letter of appointment to a tenure-track rank. Probation is not reduced by previous non-tenure-track appointments

or by promotions made during that period.

(1) The probationary period for admission to tenure shall begin in September of the calendar year in which the

appointment is made.

(2) After the probationary period begins, all time accrued in full-time service at Texas Tech University in a tenure-track

rank will be counted in the probationary period. If extenuating circumstances, as judged by the PSVP, justify a

suspension of the tenure probationary period causing the years included not to be sequential, a request for an

extension of the probationary period may be made to the PSVP. The request will be initiated by the faculty member,

reviewed and commented upon by the department/division chairperson and college dean, and forwarded to the PSVP

for a decision.

d. Exceptions to tenure timeline

(1) In exceptional cases, associate professors, librarians, and archivists, and full professors, librarians, and archivists

may be hired with tenure when the traditional tenure review procedure precedes the appointment.

(2) Faculty members who are promoted in rank shall not thereby acquire tenure unless the normal tenure review

procedure has been completed.

(3) Tenure may be awarded prior to completion of the full probationary term, although a positive third-year review is

strongly encouraged. A faculty member may request early tenure consideration prior to completing the full

probationary period without prejudice for later reconsideration. For an early tenure bid, the faculty member's record

of accomplishment at Texas Tech University on the standard criteria set by the department and college for admission

to tenure is to be the equivalent or more than would be expected at the completion of a full probationary period.

e. The faculty member has primary responsibility for preparation and submission of a dossier by the start of the sixth year of

the probationary period, with guidance provided by the department chairperson, designated representative, or departmental

committee (see Attachment B). Material submitted to the PSVP shall be limited to the designated format and should consist

of no more than 20 pages, exclusive of all letters, annual reports, curriculum vitae, and department and college guidelines,

which must be included in the package or submitted electronically. Any changes in the designated format (Attachment B)

must be distributed to the deans by the PSVP no later than April 15 of the year in which the affected candidates are

preparing their dossiers.

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f. A common format for promotion and tenure dossiers (Attachment B) shall be used to assure fairness in the decision-making

process. As promotion and tenure require that a person's professional record and contributions be reviewed, the format calls

for information on educational background, previous academic and professional experience, teaching and advising

responsibilities, research and scholarly contributions, service and engagement activities since the most recent promotion or

tenure decision. Some departments or colleges may wish to add other special categories for review at those levels. A copy

of the dossier, either paper or electronic, shall be made available for review by the voting faculty within the department.

g. Primary responsibility for the evaluation of the academic qualifications of candidates for tenure rests with the faculty. When

the organizational structure permits, four sequential levels exist in the tenure review process. (Note: Colleges and schools

may be organized by departments or divisions or function as a single unit. In this OP, “department” and “chairperson” will

be used to refer to the basic academic unit of a college and that unit’s administrative head.) The tenure review levels

include:

(1) Evaluation by the department, which includes a vote by the tenured faculty, and a recommendation by the

chairperson, who does not attend or participate in the faculty vote;

(2) Two events occur at the college level: first, a review by the college tenure committee, which provides a

recommendation to the dean; and second, a letter of recommendation provided by the dean, who does not attend or

participate in the department faculty vote, nor participate in the vote of the college tenure committee.

(3) Review by the PSVP, which includes review and a vote by the dean of the Graduate School, except for candidates

from the School of Law, and, at the PSVP’s discretion, review and a vote by the vice president for research, and

review, but not votes, by faculty members of the provostial staff. In any such deliberations, the greatest possible

weight should be accorded to the department’s and dean’s assessments of the candidate, whose assessments should

have carefully considered the faculty’s evaluation of the candidate. Any decision to overturn a departmental or

college vote by the PSVP should only be made after further consultation with the affected dean or chairperson.

(4) Review by the university president, who makes recommendations for tenure through the chancellor to the Board of

Regents. The action of the Board of Regents awards faculty members tenure.

3. Procedures for Promotion

a. Promotion from assistant to associate professor, librarian, or archivist normally occurs at the same time as the decision on

tenure and follows the same procedures. Only faculty at a higher rank may participate in any promotion vote during the

department or college review process.

b. Promotion from associate to full professor, librarian, or archivist generally follows the same procedures as for promotion to

associate, except that only faculty at the higher rank may participate in any vote during the department or college review

process.

4. General Criteria for Promotion and Tenure

Academic promotion and tenure are awarded to faculty who make continuing contributions in the areas of teaching, research and

creative activity, and professional service, any of which may include outreach or engagement. While promotion and tenure

determinations are separate and distinct, similar standards and procedures apply to both. The preservation of quality requires that

all persons recommended clearly satisfy the general criteria presented herein. The relative weight given to each of the three

components and specific criteria will depend on the standards in the individual disciplines as expressed in the departmental

promotion and tenure standards, which must conform to documented college and university standards.

a. Teaching

Teaching includes activities that contribute to student learning. Evaluation of teaching shall include effectiveness of course

content and delivery, student learning outcomes, and demonstration of up-to-date knowledge of the candidate’s discipline.

In some instances, teaching may be indirect, primarily in support of student learning activities. Faculty members also

influence teaching by designing courses and curricula. Textbooks, articles and other contributions to creative pedagogy, and

innovative instructional materials, including documentation related to service-learning outcomes, may be considered

contributions to teaching. Leading students on studies abroad is another contribution to teaching. In addition, faculty

members influence teaching in less tangible, but no less decisive ways, through activities such as counseling students.

Detailed and specific evidence of effective teaching shall be included in the dossiers of faculty members being

recommended for promotion and tenure. Each department is to apply its documented procedures for peer evaluations of

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teaching to each tenure-track faculty member at least annually. Candidates for promotion should also be provided peer

evaluations of teaching in, at latest, the semester prior to application for promotion. Evidence in the dossier should be

limited to a one-page summary of peer evaluations and student evaluations for each year of service since appointment or

previous promotion. The department chairperson, in consultation with the candidate, shall provide the summary of teaching

effectiveness, including involvement in graduate education, as applicable. Faculty colleagues should be asked to evaluate

the objectives, methods, and materials of courses designed and/or taught by the individual as part of summative peer

evaluation. Charts, graphs, portfolios, and other data may be included in appendices and subsequently removed by the dean

before submission to the PSVP.

b. Research and Creative Activity

Faculty are expected to contribute directly to the enhancement and expansion of Texas Tech University’s research and

creative scholarship. Research and creative activity serve to advance the discipline or the state of the art. Evidence of

research and creative activity includes print or electronic publications, non-print presentations, funded grant applications

and reports, patents and other intellectual property, curatorships, and artistic productions and performances. Textbooks and

innovative instructional materials having significant value beyond this campus may be considered contributions to research

and creative activity.

The dossier of an individual should provide substantiating evidence of quality submitted by appropriate observers within

and outside the university, such as appraisal of the candidate's books or artistic performances. Outside reviewers who work

in the same or a closely related field, and who have an objective expertise to evaluate the faculty member, shall be selected

by the chair in consultation with the faculty member. Wherever appropriate, at least three of the reviewers should be from

TTU's national or international peer institutions or aspirational peer institutions. Candidates must disclose which letters

come from reviewers with whom they have a relationship that might raise a potential conflict of interest, such as

collaborators, coauthors, former professors, or students. The total number of letters is not restricted.

c. Professional Service

Faculty members are expected to make professional contributions through service to the department, college, university,

discipline at large, and, as appropriate, to the broader community. These contributions to outreach and engagement may

include discipline-related activities in service to the immediate community, to the state and region, and to society at large ,

as well as service in one's department and across the university as advisers, committee members, task force members,

workshop and symposium participants, international development grant participants, and similar types of activities.

Participation in the activities of professional societies and organizations, especially through service in leadership roles, is a

strong indication of professional commitment. Contributions through presentations and consultative services are regarded as

further evidence of professional reputation. Such service and activities may include paid (compensated) as well as unpaid

work on behalf of the profession.

5. Standards for Academic Ranks

Each department and college may have requirements defined for each rank that exceed those of the university. The minimum

university requirements for each tenure-track academic rank are as follows:

a. Assistant Professor/Librarian/Archivist

In a tenure track, normally, one is appointed as an assistant professor. This initial appointment requires completion of the

terminal academic degree (or its equivalent) defined by the department, as appropriate for the position to be held by the

candidate, and an ability to teach effectively. Promise of growth in teaching, research and creative activity, and service are

also necessary.

b. Associate Professor/Librarian/Archivist

Promotion from the rank of assistant professor to associate professor, and a tenure decision at this level, requires:

(1) A demonstrated record of effectiveness as a teacher at Texas Tech University;

(2) A record of peer-reviewed publication and/or peer-reviewed creative activity that has contributed to the discipline or

field of study, to the candidate's intellectual and artistic development, and to the quality of the department;

(3) Generation of external funding, or earnest effort to do so, according to departmental tenure guidelines and

commensurate with terms of the faculty member’s letter of appointment;

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(4) A record of engagement of undergraduates or graduate students in research, scholarship, and creative activity in

disciplines where such efforts are specified by departmental tenure guidelines;

(5) A record of professional service that meets departmental tenure guidelines; and

(6) Promise of growth in teaching and research or artistic and creative activity.

c. Professor/Librarian/Archivist

For promotion to the highest academic rank or a tenure decision at this level, the candidate's academic achievement and

professional reputation should be superior and should have resulted in national and/or international recognition. This rank

can be earned only by the faculty member who has demonstrated continued growth in, and has a cumulative record of,

teaching effectiveness, substantial peer-reviewed publication and/or peer-reviewed creative activity, external funding of

scholarship (for those disciplines where such funding is available and expected), engagement of undergraduates or graduate

students in research, scholarship, and creative activity, support for those students (for those disciplines where such support

is expected), and professional service, which may include outreach and engagement.

6. Decision-Making Procedure

a. Review by the Department

Recommendations for promotion and tenure originate with the department. Each department will develop written

procedures to be utilized in promotion and tenure considerations. Each department will also develop specific written

standards for promotion to each professorial rank that reflect its mission and, at the same time, meet university criteria.

These procedures and standards must have the approval of the dean and the PSVP. Subsequent changes in approved

standards or procedures must be similarly approved. After the department, the dean, and the PSVP have ratified written

standards, the primary responsibility for evaluating individual promotion and tenure requests in terms of those standards

will be assigned to the faculty in the department in which the request is made. If changes are made to a department’s

promotion and tenure standards and procedures, or a candidate moves to another department, the candidate may choose to

use either the new standards and procedures or the ones in effect when hired (if being considered for associate rank) or

those in effect when the candidate was last promoted (if being considered for promotion to full professor).

(1) Department procedures shall identify the nature and composition of promotion and tenure committees. Procedures

must allow for a formal vote of appropriate faculty members. The faculty vote should be strongly considered

throughout the promotion and/or tenure process. Each department shall determine in advance its voting criteria,

subject to adhering to university guidelines, and the college of which the department is a part must approve these

criteria. Faculty votes shall be unsigned. Voting faculty should be made aware that written ballot comments will

become part of the promotion/tenure dossier. Written ballot comments are encouraged because of insights they

provide to the pattern of voting and to peers’ considerations of the candidate’s record. The chairperson and one other

individual shall count the ballots and certify the vote in writing. Faculty members holding ranks equal to or higher

than that to which the person desiring promotion aspires shall constitute the eligible voters, whether or not these

individuals are tenured.

(2) The candidate shall prepare, in cooperation with the designated department representative or committee, the formal

promotion and tenure dossier. Once the dossier has been submitted for consideration in the department, no further

information should be added to the dossier, other than that required by department and collegiate procedures with

regard to recommendations by review committees, department chairpersons, or the dean. Each dossier shall contain a

signed statement by the candidate indicating that the candidate has reviewed all contents of the dossier as prepared

for submission to the dean and the department/college committee.

(3) In transmitting a recommendation to the dean, a department chairperson must indicate who has been consulted, the

form of the consultation, the faculty vote, the vote of any departmental committee charged with the

recommendation, and the chairperson's own vote, positive or negative (the department chairperson may not abstain).

The recommendation of the department chairperson will be provided to the candidate at the time it is forwarded to

the dean. Faculty members may then request without prejudice, in writing, that their dossiers be withdrawn from

further consideration, in which case the dossiers will not be forwarded.

(4) At Texas Tech University, it is not possible to hold different academic ranks in different departments. Therefore, for

a faculty member who holds budgeted joint appointments in two academic departments, the recommendation for

promotion and tenure must be a joint submission of both departments concerned, and the promotion and tenure

recommendation shall be considered positive only if both departments make positive recommendations.

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Recommendations must be processed according to the regular procedures of both departments. It is incumbent upon

the chairpersons of both departments to ensure initiation of the review process.

(5) If a faculty member holds less than a half-time appointment in one department and more than a half in another

department, the recommendation will be made by the department where the major responsibility lies. It is the

primary department’s responsibility to originate consideration and to inform the secondary department of its intent.

For these unequal joint appointments, recommendations must be processed according to the regular procedures of

both departments. However, while the secondary department must process the candidate according to its normal

procedures, the outcome of its deliberation will be provided to the primary department. The primary department

shall take into consideration the secondary department’s opinion and shall include it as part of the dossier. These

specifications apply to all joint appointments, whether or not the salary is divided by source.

(6) In addition to the required consultation with faculty members of senior rank within the department and the joint

consideration of joint appointments, originating departments are urged to consult with other individuals who may

have special knowledge of the performance of candidates and to solicit letters from such persons. Examples of such

persons include faculty members from other departments if candidates under consideration have taught a number of

students from those departments, served on committees in those departments, or engaged in interdisciplinary

teaching or research with members of those departments. It is also appropriate to solicit letters from administrative

officers in various parts of the university concerning service by the candidate. Any such written correspondence is to

be part of the dossier as prepared for submission to the dean and reviewed by the candidate.

(7) The majority of comments related to a candidate's credentials should come from qualified persons outside Texas

Tech University. Letters from reviewers shall be solicited by the chairperson or designated representative and

become a part of the candidate's dossier. The reviewers shall be selected by the chair in consultation with the

candidate. Reviewers shall be asked to comment on the quality of published research or creative activity of a

candidate, on service to professional or other organizations, on the candidate's teaching, or on relevant matters

within their competence to judge. Reviewers should not be asked simply "Does this individual merit promotion?"

All letters solicited from within or outside the university shall be included in the dossier so that review bodies may

have access to all relevant information. Prospective reviewers shall be informed that the letters become a component

of the dossier.

(8) A department may have too few voting-eligible faculty to provide sufficient review. In such cases, the department

chairperson, in consultation with the dean, should seek the advice of an existing executive committee or other

college-wide body, or may appoint an appropriate advisory committee for review of a specific case. The composition

of the committee and its recommendations must be reported in the dean's recommendation to the PSVP.

b. Review by the College or School

(l) It is the responsibility of the dean to recommend either positively or negatively on all promotion and tenure

recommendations forwarded by department chairpersons. The dean shall forward to the PSVP all dossiers and

recommendations together with a statement indicating the reasons for each recommendation. In all cases,

information regarding the dean's recommendation will be provided to the department chairperson and the candidate.

A candidate for tenure and/or promotion may then request in writing that the dossier be withdrawn from further

consideration, in which case the dossier will not be forwarded, without prejudice.

(2) In the process of reviewing the recommendation, the dean will seek formal advice of an executive committee or

other appropriate college-wide committee. In making a recommendation to the PSVP, the dean will specify the

nature of the report and the vote of the committee.

c. Review by the Provost and Senior Vice President

It is the responsibility of the PSVP to receive dossiers and recommendations regarding promotion and tenure, to review

them with respect to the department, college or school, and university standards, and to approve or disapprove all

recommendations received.

A review and vote by the dean of the Graduate School will be included at this stage in the decision-making process, except

for candidates from the School of Law. At the PSVP's discretion, review and a vote by the vice president for research and

review, but not votes, by faculty members of the provostial staff may also be included. The PSVP will meet with each

collegiate dean and discuss that dean's recommendations. The PSVP will subsequently transmit dossiers and

recommendations to the president.

d. Review by the President

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It is the responsibility of the president to receive all recommendations regarding promotion and tenure from the PSVP, to

review them, and to approve or disapprove the recommendations. After the review, the president will meet with the PSVP

and discuss the recommendations. The approved recommendations will thereafter be transmitted to the chancellor for

review of the recommendations, and then to the Board of Regents for final consideration.

7. Documentation

a. Materials to be provided by the Candidate to the Academic Unit

(1) Appropriate supporting materials that cannot be provided from academic unit files;

(2) All materials required by the academic unit's procedural guidelines, and in particular, each of the candidate’s annual

faculty reports with chairperson’s assessments, and a report of the third-year review in the case of probationary

assistant professors; and

(3) Summaries of research and creative activity, including external funding activity, professional service, and, in

consultation with the unit head, summaries of teaching effectiveness. The teaching summary should clearly delineate

contributions to graduate education (if applicable) such as teaching of organized graduate courses, chairing or

memberships on thesis and dissertation committees, mentoring individual graduate students, and similar activities.

b. Materials to be provided by the Department Chairperson to the Dean

(l) A separate letter concerning each candidate giving the following information:

(a) Chairperson's recommendation with evaluation of the candidate's teaching effectiveness, research and creative

activity, and professional service;

(b) The summary vote of appropriate faculty members;

(c) The summary vote of any departmental committee making recommendations to the chairperson; and

(2) Another section that includes the unsigned ballot comments, separated from the ballots.

(3) A file concerning the candidate containing letters or memoranda of advice, opinion, evaluation, or recommendation.

Chairpersons should prepare a summary of the qualifications and purpose for selection of each individual from

whom a letter has been received, and must disclose which, if any, of the reviewers have had a personal relationship

with the candidate (e.g., collaborator, coauthor, former professor, or student). This information shall be submitted

along with the letters. Departmental procedures for soliciting letters shall be included in the written procedures for

promotion and tenure developed by the unit.

(4) Complete dossier of the candidate organized in the specified format (Attachment B). Copies of publications, works

of art, etc., should be included only if specifically requested by the dean. Copies of these materials will not be

forwarded to the PSVP unless requested.

(5) It is the responsibility of the department to clarify, when appropriate, why the candidate is uniquely qualified for

promotion or tenure, i.e., to reflect any circumstances that are not readily apparent.

c. Materials to be Supplied by the Dean to the Provost and Senior Vice President

(1) A cover letter summarizing collegiate procedures;

(2) A letter of recommendation by the department chairperson for each candidate;

(3) A letter of recommendation by the dean for each candidate, including the department vote; and/or

(4) Recommendations of any college-wide review committee, including the summary vote of each such committee; and

(5) The dossier of each candidate, excluding appendices, but including letters solicited by the chairperson.

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8. Appeal of Decision Not to Recommend Tenure

Faculty who contend they have been denied the recommendation for tenure or promotion improperly or unfairly due to (a)

considerations that violate academic freedom,; (b) constitutionally impermissible reasons; or (c) significant noncompliance with

the university’s established standards or procedures may address their concerns to the Tenure Advisory Committee through the

PSVP, who shall forward them to chair of the Tenure Advisory Committee. The composition and responsibilities of the Tenure

Advisory Committee and the Hearing Panel procedures are those set forth in OP 32.02, Faculty Non-reappointment, Dismissal,

and Tenure Revocation, Section 2.(b)(3).

9. Policy Revision and Implementation

Under the statutory authority of the state of Texas, the Board of Regents has the sole authority to revise this tenure policy.

Proposal of revisions is the joint responsibility of the PSVP and the Faculty Senate in accordance with the principle of shared

governance. In addition to the regular reviews, the Tenure Advisory Committee, the Faculty Senate, or other academic groups

may submit proposals for revision at any time. Proposals approved by the PSVP will be reviewed by the Faculty Senate. If the

Faculty Senate approves the proposed revisions but judges that they represent significant changes to the intent, standards, or

procedures of the policy, the Faculty Senate shall present them to the voting faculty for consideration. In this process, the voting

faculty* will vote for approval or disapproval of the proposals. If approved by a majority of those voting, the proposals shall be

forwarded by the PSVP to the president for his/her review. If the president approves the proposed revisions, they will be

forwarded to the chancellor and then to the Board of Regents for consideration. Proposed revisions that are not deemed by the

Faculty Senate to require a faculty vote shall be sent directly from the PSVP to the president. If the president approves them, the

president will take the recommendations to the chancellor and then to the Board of Regents. (*All tenured or tenure-track faculty

on full-time appointments who have completed a residence of at least one year at this university.)

The revised policy is to be implemented immediately upon approval by the Board of Regents. Faculty members being

considered for promotion or tenure will have the opportunity to choose to be evaluated under the policy in effect on the date of

their hire (if being considered for promotion to associate professor) or the date of their last promotion (if being considered for

promotion to full professor) or the current policy (see Attachment B). The tenure of faculty members who have attained tenure

under prior versions of this policy at Texas Tech University continues. This policy shall not be applied in derogation of any

faculty member's contract rights as set forth in the faculty member’s letter of appointment.

10. Related Operating Policies

OP 32.02, Faculty Non-reappointment, Dismissal, and Tenure Revocation

OP 32.06, Faculty Responsibility

OP 32.17, Faculty Appointments and Titles

OP 32.34, Approval of Faculty in Non-tenure Acquiring Ranks

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Third-Year Review, College of Arts & Sciences Procedures

Introduction

When the College of Arts and Sciences hires a tenure-track faculty member, it is with the expectation that the

individual will become tenured and serve the university in a long and productive career. The tenured faculty in the

department should encourage tenure-track faculty and assist them toward success in their careers. The tenured faculty

will assist in determining whether or not the criteria for tenure are met prior to its award. Thus, it is to the advantage

of both the tenure-track faculty member and the department to see that timely evaluations are made of a tenure-track

faculty member’s performance, and that deficiencies identified be made known to the untenured faculty member in

time for correction prior to the expiration of the probationary term.

The department chairperson recommends to the dean the initial employment of a tenure-track faculty member. In

making such recommendations, the chairperson should consider the advice of the faculty, especially the tenured

faculty. Careful attention should be given to the candidates for a position on the faculty to ensure that potential for

effective teaching, successful research/creative activity, and appropriate service warrants appointment to the faculty.

Before the new faculty member begins his or her duties, he or she should be counseled by the chairperson or a

designated representative as to the responsibilities of his or her position. These responsibilities should be summarized

in written form for the new faculty member, with a copy placed in the faculty member's departmental file and a copy

forwarded to the dean's office for inclusion in the file maintained there. Each new faculty member should be

informed that he or she is expected to teach and advise students effectively and to keep abreast of and contribute to

his or her discipline through research/creative activity and other appropriate scholarly and professional endeavors.

Unless specified otherwise in the initial letter of employment, tenure-probationary faculty members are expected,

among their other responsibilities, to teach graduate students and to seek outside funding for their research/creative

activity. As the person's tenure-track period as a faculty member proceeds, membership on committees at various

levels, together with other types of service, will be expected. All faculty members must either be provided copies of

or given access to departmental, college, and university policies related to faculty duties.

It is the responsibility of both the chairperson and the tenure-track faculty member to meet each year to discuss the

faculty member’s progress in his or her probationary period. The chairperson’s assessment of the faculty member’s

progress also must be provided in writing each year, including comments both positive and negative, as appropriate.

In preparing the annual assessment, the chairperson may consider the views of tenured faculty members. This may be

done through consultation with the executive committee of the department or through other means as described in the

department’s handbook or policy statements. The annual evaluations and the report of the third-year review

committee indicated below must be retained as a part of the tenure-track faculty member's file. The Arts and Sciences

Tenure and Promotion Committee may later request copies of these materials to aid in its deliberations at the time of

tenure review.

During any year of a tenure-acquiring appointment, a faculty member may be judged to be making unsatisfactory

progress toward tenure on the basis of the annual reports or other sources of information. In any year, a terminal

contract or notice of non-reappointment may be issued to an untenured faculty member by the department

chairperson in conformity with deadlines stated in the tenure policy, and the university is not required to give a non-

tenured faculty member a reason for a decision of non-reappointment.

Overview of Third Year Review Procedures

In the tenure-track faculty member's sixth long semester, a comprehensive evaluation of his or her performance will

be undertaken (i.e., the third-year review). This evaluation is to be considered an opportunity to advise the tenure-

track faculty member whether it is felt that satisfactory progress is or is not being made toward tenure. If progress is

deemed to be satisfactory at this time, there is, nevertheless, no guarantee of ultimate tenure. If progress is deemed to

be unsatisfactory in the third-year review and the tenure-track faculty member has been given an opportunity to

respond to the unsatisfactory performance rating, then there are two alternatives available to the department: (1) a

determination will be made to give the tenure-track faculty member a terminal contract, or (2) the department

chairperson will provide, in writing, comments from the faculty and, if deemed appropriate by the chair and dean,

specific requirements setting forth the conditions for continued employment and deadlines for completing the

conditions.

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Specific Procedures and Timetables for Third Year Reviews

1. The third-year review committee will be appointed by the chairperson or departmental executive committee and

will consist of at least three tenured members. In departments with fewer than three tenured faculty members,

external members will be appointed by the dean in consultation with the chairperson. This committee will be

appointed by the first day of classes in the tenure-track faculty member’s sixth long semester.

2. The tenure-track faculty member will make available to the third-year review committee his or her materials as

described below in the section on Dossier Requirements. These materials will be due on the same day that annual

reviews are due as specified in O.P. 32.32.

3. The appointed committee will review carefully the tenure-track faculty member's teaching, research/creative

activity, and service to evaluate whether satisfactory progress is being made toward meeting the department's,

college’s, and university’s expectations for tenure. The committee will prepare, sign, and date a written report

summarizing its evaluation.

4. On or before February 15, the review committee's report will be made available to both the tenure-track faculty

member and to the tenured members of the faculty. The faculty member will be given the opportunity to respond

to the report, and his or her signed and dated response, if any, will be made available to the tenured faculty on or

before the last working day in February.

5. In considering the review committee’s report, the faculty member’s response to the report (if any), and the

faculty member’s dossier, the tenured members of the department will follow procedures parallel to those

followed by the department at the time of tenure review. If consistent with the procedure followed by the

department in reviewing an application for tenure, the tenured members of the department and any appointed

members will meet as a committee to discuss the report and to make themselves aware of the tenure-track faculty

member's progress. If, at the time of consideration of tenure, a different procedure is followed by a given

department, then that procedure should be followed at the third-year review. For example, if a department, at the

time of consideration for tenure, does not engage in a group discussion but simply makes credentials available

for review, then that department should not engage in group discussion at the third-year review.

6. By March 15 and subsequent to the customary third year review procedure as specified in the department’s

handbook or policy statements, the tenured faculty will vote by written ballot as to whether or not the tenure-

track faculty member is making satisfactory progress toward tenure. The ballot question will be the following:

At this point in time, is [first and last name of person being reviewed] making satisfactory progress toward

tenure as a faculty member in this department? The following three choices are to be offered on the ballot as

possible answers: Yes, No, or Abstain. Comments regarding the third year faculty member’s progress may also be

invited, and such comments may be provided on a separate page enclosed with the ballot. Ballots and comments

are to be unsigned. The vote at this stage is not a vote on tenure and should not, of course, be construed as

promise of final approval or rejection at the time of consideration of tenure.

a) Should the faculty member receive a vote indicating satisfactory progress toward tenure, he or she must be

informed promptly of that fact by the chairperson and should be encouraged to continue his or her satisfactory

performance. Within the next month (by April 15), the department chairperson should convey to the faculty

member comments both positive and negative expressed by the tenured faculty. The tally of the ballots and any

written comments must be retained in the faculty member’s file in the department. The tally and the comments

will not be included automatically as part of the faculty member’s tenure dossier, but the Arts and Sciences

Tenure and Promotion Committee may later request copies of these materials to aid in its deliberations at the

time of tenure review.

b) Should the faculty member receive a vote indicating that, in the opinion of the tenured faculty, the candidate

is not progressing satisfactorily toward a favorable tenure decision, he or she must be informed promptly of that

fact by the chairperson, and then a decision must be made whether or not to terminate the appointment. In

reaching a decision to recommend to the dean termination of a tenure-track appointment as a result of the third

year review, the chairperson will first consult with tenured members of the department by conducting a ballot

vote. The faculty member involved should be invited to submit to the tenured faculty any written evidence or

statement desired and/or to appear before a meeting of the tenured faculty if he or she so wishes. If the third year

faculty member so requests at this stage, the chairperson is to show him or her any written comments that were

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provided with the ballots. Any additional materials from the third year faculty member (materials that are signed

and dated or that have a signed and dated cover sheet) must be provided and/or the meeting with the tenured

faculty must be requested no later than March 30. A vote on whether or not to recommend termination of the

appointment will be taken on or before April 15. The ballot question for this vote will be the following: Should

[first and last name of person being reviewed] continue as a tenure-track faculty member in this department or

should [first and last name of faculty member’s] employment as a tenure-track faculty member in this

department be terminated? The following three choices are to be offered on the ballot as possible answers:

Continue employment, Terminate employment, or Abstain. Comments may also be invited, and such comments

can be provided on a separate page enclosed with the ballot. Ballots and comments are to be unsigned.

The results of this vote by the tenured faculty will constitute a faculty recommendation that will be conveyed

promptly by the chairperson to the dean, who in consultation with the chairperson will make the decision

regarding termination or continuation. If a decision is made to terminate the faculty member’s employment, a

letter of non-reappointment will be issued by the chairperson before the end of the semester (to be defined as the

day all final grades are due). Alternatively, if progress is deemed unsatisfactory but a decision to terminate

employment is not made, the chairperson will by the end of the semester (to be defined as the day all final grades

are due) convey to the faculty member a written account of comments both positive and negative expressed by

the tenured faculty and, if deemed appropriate by the chair and the dean, specific, written requirements setting

forth the conditions for continued employment and the deadlines for completing the conditions. In this case, the

tallies of both ballots, any comments, and any written requirements for continued employment must be retained

in the faculty member’s file in the department. The tallies, the comments, and any written requirements for

continuation will not be included automatically as part of the faculty member’s tenure dossier, but the Arts and

Sciences Tenure and Promotion Committee may later request copies of these materials to aid in its deliberations

at the time of tenure review.

(c) Notices of non-reappointment, if any, will be made in conformity with deadlines stated in the university’s

tenure policy (OP 32.02).

Dossier Requirements for Third Year Reviews

The tenure-track faculty member will make available the following materials:

Basic information in the same format required in dossiers for tenure and promotion consideration (see the Basic

Information section in Attachment A of O.P. 32.01).

A copy of the faculty member’s original offer letter.

The vita should meet the requirements set forth by the College of Arts & Sciences (website and Digital

Measures).

The faculty member’s brief self-statement on teaching, not to exceed one page.

Student teaching evaluations (quantitative) for questions 1 and 11 for each class and comments from the student

evaluations by year.

Copies of at least three teaching evaluations conducted by peers over the course of the faculty member’s

employment at Texas Tech University. The department should specify in its handbook or policy statements the

arrangements for all peer visits, including information about the manner and timing and number of such visits.

More or fewer peer evaluations than are specified in the department’s policies may be required only if more or

fewer evaluations would be required of all other faculty in similar circumstances or under similar conditions.

Copies of syllabi and other teaching materials (such as exams or assignment sheets) the faculty member or

department may wish the review committee to see.

The faculty member’s brief self-statement on research/creative activity, not to exceed one page.

Copies of publications, grant applications, or other materials that document the faculty member’s

research/creative activity. Departments may specify if they wish to see all such materials or only selected

examples.

The faculty member’s brief self-statement on service, not to exceed one page.

Copies of all annual reports to date and copies of all chair’s evaluations to date.

Any other materials specified in the department’s handbook or policy statement plus other pertinent materials, if

any, the candidate may wish the review committee to see.

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New Faculty Mentoring

The Department of English sponsors a mentoring program for all new faculty. Assistant professors are automatically

enrolled in the program from the time of hire through completion of the third-year review. Newly hired professors in other

ranks are welcome to join the program as they adjust to Texas Tech University and the Lubbock area.

The departmental mentoring program is staffed by a tenured professor at the associate or full level who is appointed by the

Chair. Faculty enrolled in the program can expect regular monthly meetings to discuss matters of common concern, such as

assembling annual review portfolios or teaching concerns. (The mentor keeps a log of these meetings, labeled “formal” here

to indicate that all members of the mentoring group are invited, as opposed to “informal” meetings, such as getting together

with the departmental mentor one-on-one for a cup of coffee. New faculty are encouraged to take advantage of both kinds

of meeting with the departmental mentor.) The departmental mentor is available outside of formal meetings to provide

individual guidance and assistance, including help with acclimating to the region and university.

The Chair will be the ultimate conveyor of information regarding tenure and promotion, but the departmental mentor will

offer informal guidance on those goals. Mentors provide information on procedures and processes pertaining to the

department, college and university; teaching resources and problem solving; research development and grant writing;

interactions with graduate students; maintaining an effective laboratory or research/creative team; professional and

recreational networking; adjustment to community life, etc. As this is a broad range of subjects, the departmental mentor

will enlist the assistance of guest speakers in a team approach to the formal mentoring meetings. Individual faculty

members are also encouraged to develop professional relationships with scholarly mentors, both inside and outside of Texas

Tech University.

The mentoring program is not a substitute for a faculty member’s relationship to the department Chair. Enrolled faculty

members are encouraged, in addition to addressing issues with the departmental mentor, to speak to the Chair about

problems, including problems with the departmental mentoring program. Through this mechanism, faculty in the mentoring

program may seek changes to the mentoring program and/or replacement of the departmental mentor if their needs are not

being met.

New faculty members will be contacted before their first semester of service at the University, and can usually expect the

first formal meeting of the mentoring group to occur in very late summer, before the departmental retreat. Faculty in the

mentoring program should expect to have substantial input into topics discussed at the regular meetings and should feel

comfortable asking the departmental mentor for assistance on matters large and small – the departmental mentor should be

able to direct questions or problems to the appropriate person in the department or community.

Among the typical issues that may be covered in formal meetings:

How does one establish an appropriate balance between teaching, research and committee work? How does one say

"no?"

What criteria are used for teaching excellence, how is teaching evaluated?

How does one obtain feedback concerning teaching? What resources are available for teaching enhancement?

How does one identify and recruit good graduate students? How are graduate students supported? What should one

expect from graduate students? What is required in the graduate program?

What are the criteria for research excellence, and how is research evaluated?

How does the merit and promotion process work? Who is involved?

What committees should one be on and how much committee work should one expect?

What social events occur in the department?

What activities does the department organize?

The university presumes that mentors operate in good faith and are working to help the junior faculty member become a

productive and effective contributor to his/her profession and academic institution. As such, the mentor will not be held

responsible for any shortcomings or negative evaluations of the junior faculty member, but may certainly list mentoring

activities as part of his/her service contributions.

The department’s annual assessment report will contain a summary of mentoring activities and any associated assessments.

Offer letters to new faculty will contain a statement that the department has a mentoring plan for new tenure-track faculty.

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Comprehensive Performance Evaluation

In Spring 1999, tenured faculty approved procedures for comprehensive performance evaluations (post-tenure review).

1. Goal of Comprehensive Performance Evaluation (CPE)

The purpose of CPE in the English Department will be to determine whether each tenured and/or promoted faculty member

is competently performing the tasks expected of him or her by the Department. The evaluation will be based on a review of

teaching, research, and service. The evaluation should take into account changes in research emphasis, shifting of effort

among the three areas of teaching, research, and service (including consulting and other outside activities), conduct of

administrative duties, and other changes that might occur over the course of an academic career. The goal is not to

determine whether a faculty member meets the current guidelines for the award of tenure. Incompetence is reflected in a

long-term pattern of behavior, not a short-term lapse in professional activity, teaching effectiveness, or other short-term

variations in performance.

2. CPE Committees

During spring prior to the first and subsequent CPE Reviews, the Department Chair will divide tenured faculty into two

CPE Committees. (Given the number of tenured/promoted faculty in English, this division will result in committees of 12-

13 individuals each: “Committee One” and “Committee Two”.) The Chair will ensure that each committee contains a mix

of Associate and Full Professors; if possible, each committee also will contain a mix of different areas (Literature, Creative

Writing, Technical Communication, Rhetoric). Before the end of spring prior to the first and all subsequent CPE Reviews,

(most likely during the departmental committee elections) the Chair will ask all CPE-eligible faculty to vote, approving the

roster of the committees.

Each committee will evaluate the other and be evaluated by the other across a two-year period. Review by these large

committees ensures: 1) that we truly do “peer reviews”; 2) that no individual peer has too much power in voting on

individual cases. See Section 10 of this document for a schedule of the first two rounds of reviews.

As individuals become tenured, promoted without tenure, or join the faculty in a tenured position, they will be assigned by

the Department Chair to the CPE Committee at greater distance from being reviewed. (The assumption here is that such

individuals will have undergone extensive review in being tenured, promoted, or hired.)

3. Committee Procedures

Once the committee rosters have been approved by the faculty, the Department Chair will convene the Peer Evaluation

Committee that is going to be serving as reviewers during the following academic year. That Committee will elect a

committee chair, who thenceforward will be responsible for: 1) making sure the committee operates according to the

guidelines; 2) convening the committee as necessary in order to accomplish its work on schedule; 3) counting ballots (in the

presence of at least one other committee member); 4) conveying actual ballots to the Department Chair, who will keep them

on file; 5) filling out the CPE Form required by A&S; 6) providing documentation in the case of a majority vote of

“incompetent.”

If a member of the Peer Evaluation Committee has a conflict of interest with an individual under evaluation, the member

should recuse himself or herself from evaluating that person. If a faculty person being reviewed has an objection to a

specific member of the Peer Evaluation Committee, the individual undergoing CPE can request that the Department Chair

evaluate the potential for a conflict of interest. The Department Chair shall take such requests quite seriously; the

assumption will be in favor of granting such requests. If the Department Chair determines that there is a conflict of interest,

the Department Chair will ask the Peer Evaluation Committee member to recuse himself or herself from evaluating this

individual (and from being present during discussion of said individual by the evaluation committee). The Peer Evaluation

Committee member will remain on the committee that year and evaluate the other individuals from the group.

4. Procedures For Subsequent 6-Year Cycles

The procedures described for the first round of review will be continued for subsequent reviews. The review groups will

remain the same, although changes will inevitably occur as individuals are tenured, hired, retire, or leave the University.

5. Materials Presented to the Peer Evaluation Committee

By February 1 of the year in which they are being evaluated, faculty members being evaluated should present to the

Department Chair: 1) a standard up-to-date vita, containing information on education, teaching, research, professional

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activity, and service; and 2) annual reports and Department Chair’s evaluations for the previous six years. The faculty

member under review may request that departmental staff compile copies of the annual reports and Chair’s evaluations, but

must make this request with plenty of advance notice (by January 20). Within the English Department, the annual reports

and Chair’s evaluations provide considerable information about faculty performance over the years and will form the core

of the review dossier.

The Department Chair will be responsible for making one or two copies of these materials available to the Peer Evaluation

Committee by February 15 of the year of the review.

The A&S Guidelines specify that “faculty may add to their dossiers any other relevant supporting material or information

they wish.” Generally, however, the documents above should provide sufficient information for the review.

6. Outcome of the Comprehensive Performance Evaluation

The Peer Evaluation Committee will vote to find an individual competent or incompetent. Ideally, they should reach

consensus on this decision, but, if not, the majority will rule. If there is a tie vote in the Peer Evaluation Committee, the

decision will be “Competent.”

In the case of a decision of incompetence, the Chair of the Peer Evaluation Committee will submit a report outlining the

causes for the decision, appending this report to the Comprehensive Performance Evaluation Form. In the case of a finding

of incompetence by a split vote within the Peer Evaluation Committee, a minority statement should be appended to the

Comprehensive Performance Evaluation Form.

The Chair of the Peer Evaluation Committee will fill out the “Unit Peer Evaluation Committee” section on the

Comprehensive Performance Evaluation Form and forward it, along with any appended reports, to the Departmental

Chairperson by March 15.

7. Department Chairperson’s Evaluation

The Department Chairperson will make the Unit Administrator’s decision about competency. By April 1, the Department

Chair will inform the faculty members being reviewed of the review outcome.

8. Appeal of a Finding of Incompetence

A faculty member may attach a statement challenging the findings of the evaluation whether or not he or she appeals the

judgment. This statement may include whatever information the faculty member wishes to include.

If an individual is found to be incompetent by a Peer Review Committee and by the Department Chairperson, the individual

may request that another Peer Review Committee evaluate his or her performance. A written request for an appeal will be

due in the Department Chairperson’s office by April 8 of each year. Upon receipt of a written request for an appeal, the

Department Chairperson will appoint the next year’s Peer Evaluation Committee (minus the individual who has filed the

appeal) as a CPE Appeals Committee. They will elect a chairperson for the appeal. Committee members will examine the

materials provided by the faculty member and the Peer Review Committee and may ask the faculty member being

evaluated to provide additional information. The CPE Appeals Committee will submit their judgment of competence or

incompetence to the Department Chairperson by April 25. The Chair of the CPE Appeals Committee will fill out the “Unit

Peer Evaluation Committee” section on the Comprehensive Performance Evaluation Form and forward it to the

Departmental Chairperson. The names of members of the Appeals Committee will be forwarded to the Dean of Arts and

Sciences as the Appeals Committee and their judgment will be forwarded as the judgment for the individual. The earlier

findings and report from the original Peer Evaluation Committee will also be forwarded to the Dean of Arts and Sciences.

In a given year, an individual may make only one such appeal of the department’s peer evaluation.

Faculty may also challenge a finding of incompetent performance through the university grievance procedures.

If the Dean of Arts and Sciences also finds incompetent performance, the faculty member may follow the procedures

specified in Section VII of the Texas Tech University Tenure Policy.

9. Faculty Performance Improvement Program

If a faculty member’s performance is found to be incompetent, the Department Chairperson and the Dean or Arts and

Sciences will develop a plan and a timetable for improvement with the faculty member. The Department Chairperson will

seek input from the Peer Evaluation Committee on recommended content of this plan. The performance improvement

program will be focused on improvement. It will be negotiated with the Department Chairperson and the Dean of Arts and

Sciences.

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10. CPE Committee Schedule

For the last round of reviews, the review calendar was as follows:

Committee Being Reviewed: One Two

Peer Evaluation Committee: Two One

CPE Inform Date: 9/1/05 9/1/06

CPE Begins: 2/1/06 2/1/07

CPE Completed: 3/15/06 3/15/07

For the next round of reviews, the review calendar will be as follows:

Committee Being Reviewed: One Two

Peer Evaluation Committee: Two One

CPE Inform Date: 9/1/11 9/1/12

CPE Begins: 2/1/12 2/1/13

CPE Completed: 3/15/12 3/15/13

11. Significant Dates in the Review Timetable

Spring prior: Department Chair develops Committee Review rosters and submits them to CPE-eligible faculty for

approval; Department Chair convenes those on the Peer Review Committee doing reviews the following

year and they elect a Committee Chair

Sept. 1 Faculty to be reviewed in following spring must be notified

Jan. 20 Faculty desiring that department staff make copies of Annual Reports and Chair Evaluations must make

this request to the Administrative Secretary

Feb. 1 Dossiers (current vita plus previous six-years’ Annual Reports and Chair’s Evaluations) due to

Department Chair

Feb. 15 Department Chair makes the CPE dossiers available to the CPE Review Committee

Mar. 15 Chair of CPE Review Committee files, with the Dept. Chair, CPE Forms (and all accompanying reports)

for each faculty member undergoing CPE review

Mar. 30 Department Chair makes own determination of competence on each faculty member up for review and

notifies each faculty member of this determination

Apr. 8 Deadline for any faculty member wishing to appeal a finding of incompetence to request a second

review

Apr. 25 The Chair of the Appeals Committee must submit results of the appeal to the Department Chair and the

faculty person under review

May 1 All CPE Forms due to the A&S Dean

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Annual Performance Evaluation

O.P. 32.32 stipulates that each faculty member shall provide a written record of achievements for the calendar year

immediately past (the “annual report”) and that this report will be submitted to the faculty’s chair by January 20 (preferably

earlier!). The chair provides a written Annual Assessment of the faculty member’s performance, submitting this assessment

to the dean and the faculty member by March 1. Both the chair and the faculty member must sign the assessment, although

the faculty member’s signature need not indicate approval of the contents of the assessment, but only the fact that s/he has

been given the opportunity to read and respond to it.

Purpose

The purpose of this Operating Policy/Procedure (OP) is to establish uniform guidelines and procedures for performance

evaluations of members of the faculty.

Review

This OP will be reviewed in February of odd-numbered years by the vice provost for faculty affairs and the senior vice

provost for academic affairs with recommended revisions presented to the provost/senior vice president for academic affairs

(PSVPAA) by March 15.

Policy/Procedure

1. Background

Texas Tech University administrators and faculty conduct periodic evaluations of faculty performance when making

decisions concerning tenure and promotion, merit salary increases, research support, development leaves, and teaching and

research awards. The evaluation of faculty at Texas Tech University is continuous.

Students evaluate teaching, faculty members judge each other's work continuously as decisions on promotion and tenure are

made, products of research and other creative activity are reviewed and critiqued, and award competitions are conducted.

Moreover, evaluation of faculty members and the programs of departments and colleges occurs during reviews conducted

by accreditation agencies, the Graduate School, and other concerned groups and individuals.

2. Criteria

The responsibilities of the university dictate, to a major extent, the responsibilities of the individual faculty member.

Therefore, faculty members are responsible for teaching, research and other creative activity, and service to the profession,

university, and community. Performance in these three areas of responsibility will provide the basis for the evaluation of

faculty members.

In making individual evaluations, consideration should be given to standards expected of faculty members in similar fields

of study in institutions of higher education comparable to this university in terms of mission and status.

3. Procedures

Standardized procedures will be followed by each college or school. These procedures include:

a. Each faculty member shall provide, according to a uniform format, a written record of achievements for the year

immediately past (see Attachment A). This information shall provide the principal data base for the evaluations. This

annual report will be provided to the department chairperson/area coordinator by January 20.

b. The administrator responsible for evaluating a faculty member shall provide written evaluations of the faculty

member's performance for the preceding year. As one part of the evaluation, the chairperson will verify the inclusion

in the course syllabi of the expected student learning outcomes and the methods used to assess those outcomes (as

required by OP 32.06, Faculty Responsibility). In addition, the chairperson/coordinator will consider performance

for the three previous years. This annual evaluation will be provided to the dean and the faculty member by March 1

with any unsatisfactory evaluation so noted. Both the administrator and faculty member will sign the evaluation.

c. Student evaluations of teaching ability will be conducted at least once each academic year by each faculty member

using a standard university form (see Attachment B). Other evaluation forms may be used in addition to the standard

one if the faculty member chooses to do so. These evaluations should not be available for review by the faculty

member until after submission of final grades. The evaluations will be considered by the chairperson/coordinator in

the annual performance evaluation of faculty members. Student evaluations should be retained in the department

office for at least six years. Student evaluations should be retained or summarized for probationary faculty for use in

tenure decisions.

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d. Each year, the dean, in consultation with the chairperson/coordinator of each department/area, shall review each

faculty member's evaluation. The dean may provide an evaluation or approve the chairperson/coordinator’s

evaluation. In those cases where the dean and the chairperson/coordinator agree that incompetence, continuing or

repeated substantial neglect of professional responsibilities, or other good cause is present in the performance of a

faculty member, the procedures outlined in section 5 shall be followed. The dean will review with each

chairperson/coordinator the process used for determining the merit of each faculty member’s performance in order to

assure compliance with all policies and procedures and to be certain that each faculty member has received fair

consideration of his/her work.

e. Discipline-specific evaluation procedures such as goal setting, peer evaluations of teaching, or comparisons with

mission and goal statements of the academic unit may be developed.

f. All units should have a procedure established whereby a committee of peers will be available to mediate

disagreement between an individual faculty member and the chairperson/coordinator regarding an annual review at

the faculty member's request. If the mediation is not successful, a copy of the committee's recommendation shall

become part of the annual evaluation. This procedure and/or the possibility of filing a grievance provide the non-

binding alternative dispute-resolution processes described in Chapter 154 of the Civil Practice and Remedies Code.

g. Such a peer review committee shall be chosen by pre-established procedures agreed upon by a majority of the voting

members of the faculty member's academic unit.

4. Recognition

Performance evaluations will provide data for use in the recognition of faculty for merit salary increases, research support,

academic awards, development leaves and teaching and research awards.

5. Development Procedures

Follow-up development procedures will also be standardized, although specific activities designed to improve performance

may vary according to the individuals involved. These procedures are as follows:

a. Any faculty member whose evaluation reflects a pattern of incompetent performance, continuing or repeated

substantial neglect of professional responsibilities, or other good cause as agreed upon by the dean and

chairperson/coordinator, will be informed in writing of deficiencies in teaching, creative activity or research, or

service.

A written program of development for a reasonable time, but no more than two years, will be established in

consultation with the chairperson/coordinator and the faculty member. Each academic unit will develop pre-

established procedures agreed upon by the voting members of the faculty member's academic unit for involving

other faculty in the formulation of a written program of development when requested by the faculty member

involved.

b. The faculty member and the chairperson/coordinator will continue to provide reports at the end of each semester

summarizing progress toward development objectives. For the individual on a development program, the dean and

the chairperson/coordinator will provide an evaluation report at the end of each academic semester to the individual,

which will be reviewed by a committee of peers if so requested by the faculty member, and will be signed by the

dean, chairperson/coordinator, and faculty member.

c. For any case in which the dean and the chairperson/coordinator deem that there has been a failure to improve

performance to acceptable standards of competence within the allotted time, they will refer the matter to the

PSVPAA.

6. Referral Decisions

Consideration by the PSVPAA may result in one of the following decisions:

a. The PSVPAA may determine that satisfactory progress has been made and take no further action.

b. The PSVPAA may determine that because of extenuating circumstances the development program should be

extended for an additional year.

c. The PSVPAA may refer the case to the president for further action, including the possibility of resorting to pertinent

provisions of the Texas Tech University Tenure Policy (Faculty Handbook, August 2004 edition, page 39, Appendix

A).The Faculty Handbook is available online at http://www.depts.ttu.edu/officialpublications/facultyHB/intro.html.

7. Communication

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Prompt and full communication is essential. The following actions should occur:

a. The written evaluations completed by the chairperson/coordinator shall be given to the individual faculty member

and signed by both as evidence that the evaluation is known to all concerned.

b. Any faculty member whose performance has been deemed incompetent by the dean and the chairperson/coordinator

must be provided a meeting with the dean and the chairperson/coordinator involved in the evaluation. This

conference will take place prior to any further action.

c. Evaluations indicating incompetence may be appealed to the next higher administrative level and must be initiated

within 30 working days of the receipt of the evaluation specified in Section 7.a. of this policy.

d. The PSVPAA must provide a written decision on any referral or appeal within 30 working days of receipt.

e. Administrative determinations made on the basis of this policy are subject to faculty grievance procedures and to the

tenure policy.

8. Changes

Any changes of procedure or criteria shall be developed to allow reasonable implementation dates. Proposed changes will

be made only after faculty of the affected unit(s) have had time and opportunity to make recommendations or respond to

proposals. Departmental or area changes must be reviewed and approved by the dean and the PSVPAA prior to

implementation.

9. Implementation

Annual faculty reports will be submitted to chairpersons or area coordinators by January 20 each year.

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Faculty Development Leaves

Purpose

The purpose of this Operating Policy/Procedure (OP) is to provide a standardized approach for faculty development leaves

of absence.

Review

This OP will be reviewed by May 1 of every even-numbered year by the Vice Provost with recommendations for revision

presented to the Provost by June 1.

Policy/Procedure

1. Legislative action, Texas Education Code 51.101-51.108 and section 51.105 of Vernon’s Texas Education Code,

supplement 1982-83, provides for faculty development leaves of absence, and this policy and procedure conforms to

the legislative direction.

2. The Board of Regents may grant a faculty development leave of absence for study, research, writing, field observations

or other suitable purposes to a faculty member within the constraints of the legislation.

3. A college Faculty Development Committee shall serve in an advisory capacity to the college dean and prioritize

applications from within each college.

4. The University Faculty Development Committee should receive applications by faculty members for faculty

development leaves, Attachment A. The committee reviews these applications, Attachment B, and makes

recommendations to the Provost, pursuant to published criteria for selection and announced availability of such leaves.

The committee reviews criteria for selection, the extent of availability, and makes appropriate recommendations. The

Provost makes recommendations to the President who then makes recommendations to the Board of Regents on which

applications should be granted.

5. A faculty member is eligible by reason of service when that person has served as a member of the faculty of Texas

Tech University for at least five academic years, two of which must have been consecutive. This service may be as an

assistant, associate, or full professor, or an equivalent rank, and must be full-time academic duty, but need not include

teaching. The faculty member must be tenured at the beginning of the leave in order to receive the leave. A second

leave will not ordinarily be granted to the same faculty member within five years of the first leave.

6. Faculty development leave may be granted for either one academic year at one-half regular salary or for one-half

academic year at full regular salary.

7. A faculty member on faculty development leave may accept a grant for study, research or travel from any institution of

higher education; from a charitable, religious, or educational corporation or foundation; from any business enterprise;

or from any federal, state or local governmental agency. An accounting of all grants shall be made to the Provost by

the faculty member and a copy will be sent to the granting body. A faculty member on faculty development leave may

not accept employment from any other person, corporation, or government unless the governing board determines that

it would be in the public interest to do so and expressly approves the employment.

8. Not more than six percent of the faculty members of the University may be on faculty development leave at any one

time.

9. A faculty member on faculty development leave continues to be an active participant of the Teacher Retirement

System of Texas or of the Optional Retirement Program just as any other member of the faculty on full-time duty.

Deposit and membership dues required to be paid to the Teacher Retirement System or to the Optional Retirement

Program and any other amounts required or authorized to be conducted from the compensation paid any faculty

member will be deducted from the compensation of those faculty members on leave.

10. A member of the faculty on faculty development leave is a faculty member for purposes of participating in the

programs and of receiving the benefits made available by or through the institution or the state to faculty members.

11. A member of the faculty on faculty development leave is a faculty member for purposes of participation in

departmental business and may vote on such matters as hiring, tenure and promotion, etc.

12. Faculty returning from development leave must report to the college dean on the accomplishments of the leave.

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Parenting Leaves

Texas Tech does not have a specific maternity leave policy; however, there are a number of existing policies and

mechanisms to facilitate the arrangement of a leave relevant to pregnancy, childbirth, adoption, and so forth, if such a leave

is requested. The leave procedure is discussed below. In addition, issues relevant to tenure and promotion are also

discussed.

Parental Leave Process

Consult your immediate supervisor (if other than your department chair) and then your chair. Please consult with someone

in the Dean’s office at an early point in this process. Both you and the chair can consult OP 70.01 for sick leave information

and OP 70.32 for Family Medical Leave Act information. FMLA and the Sick Leave Pool, in addition to the sick leave you

have accrued, provide options for your consideration in planning for parental of medical leave.

Try to decide early in the process how much leave time you might need to take. Consultation with and written

substantiation from your physician is essential to this process. Try to anticipate the “longest” rather than the “shortest”

time you might need; it is easier to shorten a leave than to lengthen one.

It is up to your department to arrange for teaching of your classes during the time when you will be away on leave, although

this is arranged most effectively if the faculty member and the department (typically the department chair) work together to

set up these arrangements. If a faculty member is on official sick leave, the Dean’s office will work with the department in

paying a substitute to provide instruction for the classes in question. The faculty member’s teaching may be negotiated

within appropriate limits (e.g., may teach an overload either before or after the leave, may teach additional courses at some

other time, may be assigned other duties for a period of time.)

Issues of Promotion and Tenure

If health conditions, including such things as pregnancy and childbirth, occur, an individual may sustain a significant

decrease in energy and resulting performances for some substantial period of time, regardless of what amount of actual

work time may be missed. An individual having a baby or adopting a baby may wish to consult with her or his chair and

dean and request that the tenure “clock” be stopped for a year. (This is similar to procedures when a medical leave is

necessary.) Granting of such a request would result in one academic year being added to the tenure-probationary period. If

the request is granted, the individual’s mandatory year for consideration of tenure and promotion is moved back one year. If

the individual late determines that he or she can stand for tenure and promotion at the original time, she or he may do so

under the same guidelines as exist for any individual who wishes to apply before the mandatory year.

NOTE: Remember that consultation with and written substantiation from your physician is an essential part of this process.

In all cases relevant to situations outlined above, department chairs should consult with the dean. It should be noted that

each leave situation is assessed on its individual merits.

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Emergency Action Plan

Purpose:

The purpose of this plan is to assist in moving employees and/or visitors within the Texas Tech University (TTU) English

building to a safe location in the case of an emergency. This plan also serves to provide information for employees,

students, visitors and first responder personnel to facilitate a rapid and efficient response to various types of emergency

situations which may arise in or around the English Building. Some examples of serious hazards which might create an

emergency include, but are not limited to:

Fire

Bomb Threat

Flood

Tornado

Active Shooter/Armed Subject

English Building:

The English building is located on 15th street between Flint and Detroit. The building is bordered on the North by the R-5

parking lot; on the East by the Plant Sciences Building; on the South by the Education Building and on the West by the

Business Administration Building

The building is classified as an “education and general use” building.

The building consists of four stories above ground level and a basement below ground level on the west wing.

The Texas Tech Police Department (TTPD) has primary responsibility for response to public safety issues in and around the

building.

Fire, hazardous material response, and emergency search and rescue services are provided by the City of Lubbock Fire

Department.

The building has a fire alarm system and a public address system.

Utilities for the building are managed and maintained through Texas Tech University Building Maintenance and Utilities, a

division of the Texas Tech University Physical Plant.

Power for the building is provided by Lubbock Power and Light. The majority of the building is dependent on commercial

power only.

The building population is made up of faculty, staff, students, and visitors. The building population is generally highest

during the hours of 8:00 a.m. to 5:00 p.m. Monday through Friday.

Areas:

Each area within the English building will ensure their employees have been fully informed of this plan, participate in

drills, post any required documentation and assign Emergency Action Coordinators (EAC)s.

Building Emergency Manager:

Bruce Clarke (806-834-7652 or bruce.clarke@ttu.edu) serves as the Building Emergency Manager (BEM) for the

English building. The BEM is expected to normally be available upon short notice during what are considered to be

“normal” work hours for the English building (typically, 8:00 a.m. to 5:00 p.m. Monday through Friday with the

exception of holidays). If the BEM anticipates that he/she will be unavailable during these hours, he/she should

notify the backup BEM.

The first backup to the primary BEM is Jennifer Forbes (806-834-7298 or jennifer.forbes@ttu.edu)

The second backup to the primary BEM is Brandon Sires (806-834-6091 or brandon.sires@ttu.edu)

Outside of what are considered “normal” business hours the people identified below will assume the role of BEM and EAC

for their respective areas:

TTU Custodial Services – The Senior Custodian or Senior Lead Custodian assigned to the English Building

TTU Building Maintenance, Construction and Utilities – Emergency Maintenance Desk

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In the event that none of the designated BEM’s are available the TTPD (9-9-1-1 or 806-742-3931) will coordinate the

emergency action response.

Building Emergency Manager (BEM) Responsibilities:

Develop an Emergency Action Plan for his/her building

Assign personnel to perform various evacuation/sheltering functions

Maintain an up to date copy of the Emergency Action Plan

Train building occupants on the Emergency Action Plan

Revise the Emergency Action Plan as necessary

Coordinate the assignment and training of Emergency Action Coordinators

Emergency Action Coordinator (EAC) Responsibilities:

Complete ICS 700 training – National Incident Management System (NIMS), an Introduction

Complete CPR and AED training and maintain a current certificate. Recruiting an individual from your area to fulfill

this responsibility is an option.

If provided by your department, monitor a NOAA and Emergency Alert System radio.

For Custodial Services the monitoring will be done by the Custodial Services Radio Dispatcher (806-742-

9777)

For Building Maintenance, Construction and Utilities (806-742-3328)

Maintain a roster of individuals in your area which includes contact information to be used in the event of an emergency

or crisis.

For Custodial Services the roster will be maintained by the Custodial Services Radio Dispatcher (806-742-

9777)

For Building Maintenance, Construction and Utilities (806-742-3328)

During an emergency or crisis account for all individuals in your area. Report the status to the Building Emergency

Manager.

Make certain you know the location of the nearest fire alarm pull station(s). If you see smoke, do not hesitate to pull the

alarm.

When the fire alarm sounds, quickly instruct persons in your area that this could be a dangerous situation and insist that

they all calmly exit the building using the stairwells. Make certain that you are familiar with the emergency exits.

Upon activation of the building alarm, designated staff members are responsible for ensuring that occupants with special

evacuation needs are aware of the alarm condition and respond to their designated area of rescue. As the EAC you are

responsible for assigning personnel to perform this function. If you have any employees, visitors or students in your area

who might not be able to evacuate quickly, plans must be made in advance. Unless imminent life-threatening conditions

exist in the immediate area occupied by a non-ambulatory or disabled person, relocation of the individual should be

limited to an area of rescue on the same floor, in close proximity to an evacuation stairwell. Transporting of non-

ambulatory or disabled individuals up or down stairwells should be avoided until the fire department (or other

appropriately equipped first responder) has arrived. You need to notify the fire fighters (or other first responders)

immediately of the person's location.

Before you evacuate the building, if it does not put you in jeopardy, quickly walk through your area to check to see that

everyone has left.

Faculty Responsibilities:

Faculty members who teach evening classes or have other activities outside of what are considered to be “normal”

working hours for the building will have to serve as their own EAC and should have this plan readily available.

Faculty members are responsible for:

Notifying their EAC of students who require evacuation assistance.

Ensuring that students who require evacuation assistance report to their designated area of rescue.

Pointing out their building evacuation routes and emergency procedures to students at the beginning of each

semester.

EVACUATION

In the event of an emergency that requires evacuation of the building (e.g., fire, toxic gas release, explosion, etc.), first:

Rescue: Try to rescue any personnel in immediate danger if it does not put you in imminent danger.

Alarm: Activate the building fire alarm (by pulling a fire alarm pull station) and/or call 9-9-1-1 or 9-1-1. All of the fire

alarm pull stations are labeled. If you talk with a 911 operator, state your name, address, and nature of the problem. Speak

slowly and clearly. Wait for the dispatcher to hang up before you hang up.

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Confine: Close all doors, windows, and other openings that would aid in the spread of fire or toxic fumes.

Evacuate: Evacuate the building.

When evacuating the building, leave by the nearest staircase. Do not use the elevators unless under police or fire

department supervision. Floor plans are posted at various areas around the building for route of quickest exit.

Assemble at your Designated Outdoor Safe Meet Area (DOSMA: the parking lot on the north side of the building,

nearest 15th street and furthest from the building) for a head count conducted by your EAC. The EAC should quickly

identify any individuals whom they suspect might still be in the building and immediately alert the BEM who will notify

the Incident Commander (The BEM should also make sure that the TTPD and the Texas Tech Fire Safety personnel present

at the command post are made aware of this information).

Persons With Disabilities: If an occupant with a disability is unable to exit the building unassisted, the EAC must notify

the emergency response personnel of the person's location. Transporting of disabled individuals up or down stairwells

should be avoided until emergency response personnel have arrived. Unless imminent life-threatening conditions exist in

the immediate area occupied by a non-ambulatory or disabled person, relocation of the individual should be limited to an

area of rescue on the same floor, in close proximity to an evacuation stairwell.

Fire:

In the event that a fire is detected or suspected, all occupants of the building should immediately evacuate. Even if one

strongly believes the alarm might be false, Texas Tech and the fire department assumes that every event is real. If the fire

alarm has not sounded, the nearest fire alarm pull station should be activated

Lubbock Fire Department (LFD) Response: The LFD will normally stage the responding fire apparatus on the streets

bordering the English Building.

The BEM and EACs shall ensure that all of their personnel are safely outside the parameters of the emergency response

operational areas. In most cases this will be your DOSMA.

The LFD response will include an “Incident Commander” and an “incident command” vehicle (usually an SUV type

vehicle). The vehicle can be identified by the markings of “Command” on the sides of the vehicle and by a small green light

atop the vehicle. The Incident Commander can normally be located in or near the “incident command” vehicle.

The Incident Commander is in charge of all aspects of the incident response. The designated BEM will work in close

coordination with the Incident Commander and should be readily available to assist the Incident Commander at all times, if

needed.

Bomb Threat:

All bomb threats should be taken seriously and staff members should be familiar with the recommended procedures for

handling and processing a bomb threat that is called into their office:

Remain calm

Keep caller on the phone

Write down the time of the call

Obtain as much information as possible

Complete a Bomb Threat Checklist

Do your best to obtain at least:

Device Location

Type of Device

Detonation Time

Notify Authorities Immediately

In the event that a bomb threat has been received and the Texas Tech Police or other public safety official has contacted the

BEM and notified them that evacuation of the building is necessary, the BEM will either;

Direct that the fire alarm be activated

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or

Request activation of the TTUAlert emergency notification system for the “English Building”

or

Otherwise notify the EACs to initiate an evacuation of the building.

Once an evacuation order has been issued, all occupants of the building must evacuate immediately. Unless directed

otherwise you should evacuate and report to your DOSMA. At their discretion, public safety emergency responders may

request that you move further away from the building.

Flood:

The most likely cause of accidental flooding in the building would be from ruptured water pipes or burst fire-suppression

sprinkler heads. In the event that flooding is detected, complete or partial evacuation of the building should be

accomplished by following the evacuation instructions of the BEM and the EAC’s.

SHELTERING

Tornado:

If a tornado warning is officially issued for Lubbock County the BEM will immediately advise building occupants to take

shelter. The preferred location is the basement.

Warnings:

The need to shelter in the event of a tornadic storm threatening TTU may be received via one or more of the following

means:

Texas Tech outdoor tornado warning sirens. The closest one to the English Building is situated atop the Chemistry

Building.

If practical, the TTPD will augment the outdoor tornado sirens through the use of the “HI-LO” siren tone and the public

address systems on TTPD vehicles.

The TTUAlert emergency notification system

NOAA weather radio (The Specific Area Message Encoder (SAME) for Lubbock County is 048303

Emergency Alert System (EAS) Radio

Local media outlets (TV, Radio)

Co-occupants of the building

Safe Sheltering:

The English building has basement space in the west wing of the building. This area will provide the safest shelter should

the building take a direct hit by a tornado.

If for some reason additional sheltering space, beyond what can be provided in the basement areas, is required, the first

floor restrooms of the building may be used.

Active Shooter/Armed Subject:

If you witness any armed individual on campus at any time or if an individual is acting in a hostile or belligerent manner,

immediately contact Texas Tech Police at 9-9-1-1 or 9-1-1.

If the armed subject is outside the building:

Turn off all the lights and close and lock all windows and doors.

If you can do so safely, get all occupants on the floor out of the line of fire, and if on first floor, away from windows.

Move to a core area of the building if safe to do so and remain there until an “all clear” instruction is given by an

authorized voice.

If you do not trust the voice that is giving the instruction, you should not change your status.

Unknown or unfamiliar voices that cannot be verified as being that of a trusted official may be misleading and designed

to give false assurances.

If the armed subject is inside the building:

If it is possible to flee the area safely and avoid danger, do so.

Contact Texas Tech Police at 9-9-1-1 or 9-1-1 with your location if possible.

If flight is impossible, lock all doors and secure yourself in your space.

Get down on the floor or under a desk and remain silent.

If you have students or visitors in your office/area get them on the floor and out of the line of fire.

Wait for the “all clear” instruction from the Texas Tech Police.

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If the armed subject comes into your office or classroom:

There is no one procedure that we can recommend in this situation.

Attempt to get the word out to other staff if possible and call the Texas Tech Police at 9-9-1-1 or 9-1-1 if that seems

practical.

Use common sense. If hiding or fleeing is impossible, attempt to negotiate with the individual(s).

Attempting to overpower the armed subject with force is a last resort that should only be initiated in the most extreme

circumstances and only when you feel you have no other option.

Remember, there may be more than one active armed subject.

Wait for the “all clear” instruction from the Texas Tech Police.

Be careful not to make any changes in the scene of the incident since law enforcement authorities will be conducting an

investigation of the area later.

In case you must flee, do not go to your DOSMA. Get as far away from the shooting scene as practical and contact

authorities.

Sheltering In Place:

"Shelter-in-place" means selecting an interior room or rooms within the building, or ones with no or few windows, and

taking refuge there until given formal instruction that it is safe to leave.

In any emergency, our local authorities may or may not immediately be able to provide information on what is happening

and what you should do. In these instances you must use available information to assess the situation. If you see large

amounts of debris in the air, or if local authorities say the air is badly contaminated, you may want to "shelter-in-place."

Chemical, biological, or radiological contaminants may be released into the environment in such quantity and/or proximity

to the English Building that may dictate that it is safer to remain in the building rather than to evacuate. Such releases may

be either accidental or intentional.

If you should need to shelter in place, write down the names of everyone in the room, call your BEM and report who is in

the room with you, and their affiliation with TTU (faculty, staff, student, or visitor,). Unless there is an imminent threat, ask

employees and visitors in your room to call their emergency contact (e.g. designated family member) to let them know

where they are and that they are safe.

You should watch TV, listen to the radio, or check the Internet often for information or official instructions as it becomes

available. If you are specifically told to evacuate or seek medical treatment, do so immediately.

Continue to listen to the radio, watch television, or use the Internet for further instructions until you are told all is safe or to

evacuate.

Social Distancing, Self Shielding and “Snow Days”:

Should the threat of a pandemic and/or other infectious disease threaten TTU, we may institute emergency actions

procedures for “social distancing”, “self shielding”, or implementation of “snow days”. The need for social distancing will

normally be known well in advance and will allow some time to prepare. Your area administrators and your EAC’s will

provide you with specific instructions during times when social distancing is required.

Simple definitions of these terms are:

Social Distancing: Refers to measures such as enforcement of the three (3) foot personal space rule or the

postponement of special events or classes to decrease the frequency of contact among people in order to mitigate the

spread of communicable diseases.

Self Shielding: Self-imposed exclusion from infected persons or those perceived to be infected.

Snow Days: A form of temporary closure where everyone is asked to stay at home.

MEDICAL EMERGENCIES

Emergency Medical Services as a general rule are provided by University Medical Center Emergency Medical Services

(EMS). EMS should be summoned by dialing 9-9-1-1 or 9-1-1.

All Emergency Action Coordinators (or in the case of Custodial Services – all Custodial Services Supervisors) should be

trained and certified in CPR and AED.

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Index

Active Shooter/Armed Subject, 57-58

Annual Performance Evaluation, 57-59

Assignment of Classes, 8

Attendance, 14

Behavior, Student, 17

Bomb Threat, 64

Building Use Guidelines, 12-13

Canceling of Classes, 10

Change of Grade, 15

Cheating, 17

Civility in the Classroom, 17

Classroom Courtesies, 12

Comprehensive Performance Evaluation, 54

Computing, 7

Confidentiality, 12

Copying, 6

Core Curriculum, 10-11, 21

Counseling Center, 19

Courtesies, 12

Disabled Students, 14, 63-64

Disruptive Student Behavior, 17

Drop/Add, 14

Emergencies, 8, 62-66

E-Reserve, 7

Evaluations, Student 14

Extended Student Absence, 14

Faculty Development Leaves, 60

Faculty/Staff Lounges, 13

Fax, 7

Final Exams, 7, 15

Fire, 62-65

Flood, 65

Flower Fund, 7

Freshman Seminar, 21

Grade Appeals, 16, 18, 19

Grade Books, 7, 15

Honors College, 21

Incompletes, 15

Interdisciplinary Programs, 21

Language, Classroom 12

Library, Department, 13

Locking the Classrooms, 12

Mail, 4, 7

Meeting with Students, 12

Mobile Equipment, 13

New Faculty Mentoring, 53

Plagiarism, 10, 17-18

Policy Statements, 7, 10, 14

Posting of Grades, 15

Printer Rooms, 13

Reservations, 7

Retaining Student Papers, 15, 31, 35

Safety, 13, 64-65

SECC, 8

Sexual Harassment, 12

Sick-Leave, 8

Signs and Flyers, 13

Student Disability Services, 10, 14

Substitutes, 8, 11, 17

Summer Teaching, 9

Supplies, 7

Syllabi, 3, 7, 10, 11

TECHniques Center, 19

Telephones, 7

Tenure and Promotion Procedures,

College of Arts and Sciences, 37-41

Departmental, 22-36

University, 42-49

Tornado, 65

Travel, 7-8

University Writing Center, 19

W, 15

Withdrawals, 15