Areas of Evaluation

The candidate for promotion in rank is evaluated in each of the following areas:

  1. Teaching Effectiveness
    Teaching effectiveness includes competence of the instructor in classrooms and in the supervision of individual projects, research, and field work. The candidate must describe how he or she prepares students for working with diverse populations in the community. Furthermore, the candidate must also address how he or she assesses student learning. In other words, how does the faculty member attempt to ascertain if the course objectives are being met for each of his/her students? Since the Committee regards excellence in teaching to be of prime importance, teaching effectiveness will be given greater weight than any of the other performance areas.
  2. Scholarly Activity
    Scholarly activity includes those activities that demonstrate the achievement and dissemination of knowledge which advance the fields of education and/or psychology and support the primary function of teaching. Scholarly activities clearly assist the faculty member in his or her own professional growth, and additionally result in some product that advances the profession as well as enhances the reputation of the School and the University. Examples of such activities are listed below. Except for a, b, and c, the examples of activities are not listed in order of importance or weight.

    For purposes of promotion consideration, the following requirements apply:
      1. Associate Professor. Criteria considered as necessary are three scholarly activities within the past six years, with at least one from categories a or b. In addition, considerations of quality are essential in the evaluation process.
      2. Professor. Criteria considered as necessary are five scholarly activities within the last eight years, with at least three from categories a or b. In addition, considerations of quality are essential in the evaluation process.
    1. Publication of articles as author or co-author in peer reviewed journals that target professionals in education, psychology, or related fields. The publications must make a contribution to training/education, practice, and/or research.
    2. Publication of professional books as editor or co-editor or the publication of professional books or chapters as author or co-author in education, psychology, or other related fields (e.g., social policy, forensics, public health, etc.). The books themselves or the edited volumes in which the faculty member has a chapter must have undergone an independent review by peers and/or acquisition editors of publishing corporations. Books may be written for the following audiences: students, clients, teachers, therapists, parents, administrators, school board members, and colleagues from diverse professional disciplines.
    3. Delivery of papers, posters, and panels at local, state, regional, or national conferences of professional groups.
    4. Presentations to knowledgeable public groups.
    5. Development of a new academic program, development of a substantial number of new courses, and/or development of a structural model for a course for dissemination to other instructors. Such program development activities should comply with state and/or accreditation standards.
    6. Significant contribution to the development of optical or magnetic products such as software, audio, video, laser disc, or CD-ROM
    7. Consideration is given to areas such as instructional design, purpose, use in an instructional setting, and effectiveness.
    8. Service on editorial and/or review boards for journals and professional books.
    9. Publication in the fields of education and psychology that appear in the mass or popular media, such as an editorial or articles in general audience magazines, newspapers, or professional newsletters.
    10. Participation in colloquia or panels at one's own or other institutions.
    11. Professional achievement that leads to and/or results in significant advancement in one's profession. Such achievement would include presentations to one's colleagues and some form of associated peer review. Examples would include the diplomate in psychology (ABPP) and advanced formal training.
    12. Scholarly activities of a broadly based professional nature that are within the faculty member's specialty discipline, including consultantships, grant applications, and/or contracted services that produce a written report.
  3. Service
    1. Professional Services. Professional service includes advisory and consultative positions of recognized stature; active participation in local, state, regional, and/or national professional organizations; and holding Committee membership at national, regional, state, or local level.
    2. Graduate School of Education and Psychology and University Service. Graduate School of Education and Psychology and University service includes Committee work at the division, School, and/or University level as well as administrative responsibility and program development.
    3. Community Service. Community service is demonstrated by active participation in religious, civic, or other nonprofit organizations, as well as service in speaker's bureaus.
  4. Support for Christian Values
    The candidate is expected to display a consistent pattern of support for generally accepted Christian values and the mission of Pepperdine University (see the Pepperdine University Mission Statement printed in the Faculty Handbook, page 2). Candidates are expected to actively participate in a community of faith. If possible, the candidate is encouraged to discuss the integration of faith and learning in the classroom.