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Guidelines for Appointments and Reappointments of Term Faculty and Continuing Appointment Faculty
Office of Global and Immersive Studies

Approved by Office of the Provost, January 8, 2024 

Term and continuing faculty appointments fundamentally enrich American University’s mission “to advance knowledge, foster intellectual curiosity, build community, and empower lives of purpose, service, and leadership.” Appointments and reappointments of term faculty and appointments of continuing appointment faculty are contingent on the faculty member demonstrating relevant qualifications and satisfactory performance; on sufficient budget and enrollments; and on the faculty member’s fit with other needs of the teaching or academic unit (Faculty Manual, ). All teaching or academic units are required to establish standards and expectations of faculty applying for faculty actions in accordance with the “General Criteria for Evaluation of Faculty” (Faculty Manual,).   

These Guidelines for Appointments and Reappointments of Term Faculty and Appointments of Continuing Appointment Faculty at American University contain values-based criteria for assessing faculty actions for term and continuing appointment faculty in the professorial lecturer and non-tenure-track professor sequences. Any inconsistency between these guidelines and the AU Faculty Manual shall be resolved by giving precedence to the Faculty Manual. 

1. VALUES-BASED FACULTY ACTIONS 

American University is committed to equity in faculty actions. All faculty appointments, reappointments, and promotions must support the university’s mission by demonstrating AU’s commitment to the values of diversity, equity, and inclusion, as expressed in AU’s Plan for Inclusive Excellence (2018 and 2021), as amended, and the ethos and culture of inquiry, as articulated in the Faculty Senate’s Statement of Values on Free Expression (May 2022), as amended. 

Every faculty action presents an opportunity to acknowledge and reward the full range of a colleague’s achievements. Faculty reviewers are encouraged to recognize multiple pathways taken by candidates to achieve excellence in all areas of their work. Substantive weight should be given in faculty reviews to cross-disciplinary and community-based accomplishments and contributions to diversity, equity, and inclusion in teaching and activities associated with service and currency in the field. 

2. STANDARDS of EXCELLENCE 

Term and continuing appointment faculty at American University are expected to “demonstrate excellent teaching/primary responsibilities, currency in the field and/or across fields, and evidence of a willingness to provide appropriate levels of service to the university and the professional community” (Faculty Manual ). In addition, the university expects all faculty members, as “members of the learned profession responsible for educating the community … to exhibit civility, collegiality, and respect for different points of view in the academic community” (Faculty Manual). Failure to model these core values is considered unsatisfactory performance and grounds for denying term reappointment, continuing appointment, or promotion.  

TEACHING 

The primary focus of an OGIS academic program depends on an exceptional, innovative, culturally responsive, inclusive, and collaborative teaching faculty. Each OGIS faculty member is expected to be dedicated to teaching and to have a thorough knowledge of the subject matter and practical applications of their program. Each faculty member is expected to keep abreast of the current debates in their field and integrate these into the classroom where applicable. Each faculty member is expected to have a commitment to and expertise in teaching and mastery of a relevant discipline. Research is not mandated for academic reappointment at OGIS, but it can serve as evidence of currency in the field. 

Within the context of OGIS, advising and mentoring are key to effective instruction. Successful faculty in OGIS academic programs should mentor their students. OGIS faculty should be available for individual discussions about coursework, scholarly activities, research, networking, professionalism in the workplace, and career guidance.    

The teaching unit's vision is rooted in inclusive excellence, seeking to create a classroom environment that embraces diversity, equity, and inclusivity. This comprehensive approach encompasses the student classroom experience, learning styles, content materials, and modes of access. The unit strives to ensure that all students feel valued, respected, and supported throughout their learning journey, regardless of their backgrounds or abilities. Instructors employ inclusive teaching practices, accommodating diverse learning styles and preferences through a range of instructional approaches. Carefully curated content materials reflect diverse perspectives, cultures, and experiences, fostering a comprehensive and inclusive understanding of the subject matter. The unit is committed to removing barriers to access by utilizing inclusive technologies, designing accessible course materials, and creating an inclusive physical and virtual learning environment. By pursuing inclusive excellence, the teaching unit empowers all students to realize their full potential and actively engage as participants in a diverse and inclusive society. 

There are many ways to assess a faculty member’s effectiveness in the classroom. One important indicator of teaching effectiveness is standardized student assessments (SETs). To help measure their teaching effectiveness, faculty may include additional indicator questions in their standardized student assessments that highlight performance relevant to a particular course or discipline. It is important that standardized student assessments (SETs) be supplemented with other measures to capture the multiple aspects of teaching effectiveness, including, for example, the faculty member’s contribution to student learning. OGIS faculty should actively foster knowledge and skills acquisition, critical thinking, and active participation within a culturally responsive, inclusive classroom environment.   

Teaching excellence is defined by the Faculty Manual as enabling students “to acquire knowledge, develop critical thinking skills, and become active participants in the learning process….” All faculty are expected to be actively engaged in the classroom and to assess student performance fairly, constructively, and in a timely manner. Excellence in teaching requires awareness of and respect for the diverse backgrounds, identities, and intellectual needs of students. Excellent teachers at American University provide all students with equitable opportunities for participation and academic success through inclusive approaches to curriculum, pedagogy, and mentoring. Teaching that does not achieve AU teaching excellence standards, as detailed in these guidelines, is considered unsatisfactory performance.  

Teaching portfolios provide multiple types of evidence for assessing teaching performance beyond student evaluations. Please refer to the Dean of Faculty website for what components should be included in teaching portfolios.  

Faculty teaching portfolios may demonstrate teaching excellence in a variety of ways including, for example: 

• clear articulation of learning outcomes and course goals, up-to-date course content, and other markers of quality syllabi and course design;  

• creation of inclusive classrooms, including pedagogical practices that are sensitive to biases and encourage diverse viewpoints;  

• adherence to evaluation procedures that accurately reflect student accomplishments; 

• evidence of rigor in courses; 

• innovative use of classroom formats or technologies in existing courses, including the development of new online and hybrid courses; 

• innovative use of regularly scheduled office hours to support course learning outcomes; 

• incorporation of diverse or under-represented authors and perspectives, cross-disciplinary content, community-based content, other forms of experiential learning, and open education resources into courses; 

• initiatives to help underserved or under-resourced students overcome barriers of participation; 

• effective teaching in more than one language; and 

• effective supervision of independent studies, internships, theses, dissertations, and field projects. 

Activity related to “student engagement” and support for students’ “achievement outside the classroom” is an important area for demonstrating teaching excellence (Faculty Manual,).   

Examples include: 

• assisting participants in academic competitions; 

• initiatives to encourage student scholarship and collaborate with students on research, professional, or creative outputs; 

• initiatives to support community service work by or with students; and 

• providing opportunities for students to advocate and instigate change that increases educational equity and access. 

Teaching development activities and contributions to the larger teaching enterprise offer additional routes for demonstrating teaching excellence, including: 

• participation in teaching conferences as a presenter or attendee; 

• participation in teaching-related training as a leader or participant, including DEI workshops and seminars; 

• development of new curricular initiatives; 

• efforts to test new teaching methods, including those that make contributions to the scholarship of teaching and learning; 

• coordination of courses across sections; and 

• coordination with AU Abroad for course equivalency. 

In teaching units that offer a wide range of course types—including large classes, seminars (both graduate and undergraduate), online courses, and independent studies—the ability to achieve teaching excellence across such a range will be considered a plus. So, too, where applicable, will be the ability to teach courses in multiple subdisciplines. 

Community-based Activities in Teaching 

These activities promote active learning, critical thinking, and problem-solving skills while fostering community connections and addressing social issues. Instructional approaches and initiatives can engage students with the local community or external organizations outside the traditional classroom setting. Instructors can connect academic learning with real-world experiences, promote active learning, and foster community engagement. 

• Service-Learning: Students engage in structured service activities to address community needs while meeting learning objectives. For instance, environmental science students collaborate with a local conservation organization. 

• Field Trips: Students explore real-world contexts through visits to museums, cultural centers, or local businesses, applying their knowledge outside the classroom. 

• Community Partnerships: Collaborating with local organizations enhances learning. For example, business students develop a marketing plan with a local entrepreneur. 

• Internships and Practicums: Students gain practical experiences in professional settings, deepening their understanding of their field of study. 

• Collaborative Projects: Assigning projects involving community members fosters active learning and civic engagement. For example, students work with an advocacy group on a public awareness campaign. 

• Action Research: Students conduct research projects addressing community issues, working closely with community members, and proposing solutions. 

• Community Presentations and Exhibitions: Students share their work with the community through presentations, exhibitions, or public forums, receiving feedback and contributing to community dialogue. 

All of these components should reflect the faculty member’s strong commitment to the experiential, active, culturally responsive, and inclusive learning environment espoused by OGIS programs. 

Receipt of awards, honors, or other forms of recognition related to teaching and student engagement provides clear evidence of teaching excellence. These distinctions should be highlighted in the faculty member’s application file. 

Faculty are encouraged to practice self-reflection about inclusive excellence in teaching, pursue teaching development opportunities at AU and off-campus, and include these activities in their application files. 

SERVICE 

The rights and privileges associated with faculty membership evoke a responsibility for service. In fulfillment of these responsibilities, all term and continuing appointment faculty are expected to engage in meaningful service to their teaching units, academic units, or the university as a whole (Faculty Manual,). Such internal service should be done at levels appropriate to a faculty member’s rank and years at AU. 

According to the Faculty Manual section on “Service” , “engagement in the university community” includes “mentoring and advising of students” and “participation in major campus-wide events, such as commencement.” Examples of mentoring, advising, and participation include: 

• advising students on academics; 

• advising students on professional development, networking, and placement; 

• mentoring of vulnerable, underrepresented student populations; 

• mentoring students for prestigious awards; and 

• active attendance at recruitment events, events for new students, faculty-student functions, convocations, commencements, and many other community-building occasions. 

Additional internal service opportunities include work on committees at the teaching unit, academic unit, or university level. Committee work, including chairing committees, is vital to maintaining the basic functions of all units and the university. At the university level, faculty may seek election to the Faculty Senate and/or Senate committees or serve on various ad hoc task forces and working groups established in partnership with the Faculty Senate to address specific topics.  

Service also may include less formal, and often less visible, contributions to campus climate, culture, and community, which come in many different forms. The 2020 AU Equity Task Force Report (p. 7) included the following non-exhaustive examples of equity-minded and DEI-attentive internal service: 

• Participating in initiatives to recruit and mentor faculty, staff, and students from underrepresented groups; 

• Serving as faculty advisor for underrepresented student groups; 

• Working on processes, policies, and tools that promote equitable and inclusive practices within one’s teaching or academic unit or across AU, including revising search committee criteria, job descriptions, and evaluative criteria and evaluating proposed curricula changes, etc.; 

• Working on events to promote a diversity of perspectives and ideas; 

• Participating in workshops aimed at facilitating community discussions about DEI issues; 

• Representing the teaching unit, academic unit, or university at community events; and 

• Efforts by faculty in elected roles to represent the breadth of their constituents by gathering diverse perspectives from colleagues and AU community members. 

Term faculty in their first three years at AU begin with internal service assignments mostly at the teaching unit or academic unit level. As term and continuing appointment faculty accumulate years of employment at AU and attain higher ranks, their service contributions are expected to expand accordingly. Term and continuing appointment faculty at the rank of Hurst Senior Professorial Lecturer or Professor will exhibit leadership in service that helps build a culture of inclusive and engaged academic citizenship throughout the teaching unit, academic unit, and university. External service refers to service to one’s discipline or profession or to organizations outside of AU. 

Continuing appointment and term faculty play a central role in the governance of OGIS and the University. Engagement through service is an essential component of faculty responsibility. Each OGIS faculty member should actively contribute to the growth and development of OGIS and the University and should engage in service that draws on the member’s professional expertise and training, and the current state of their field. OGIS encourages its faculty to engage in service initiatives to support diversity, equity, and inclusivity at AU and OGIS, in their disciplines, and in society as a whole. 

In balancing service obligations, OGIS faculty are encouraged to record their additional office hours or time spent on administrative work as internal service to the unit.  

Faculty who fall short of meeting service obligations should provide additional information about their mitigating circumstances or contributions. Faculty should also indicate a willingness to serve (standing unsuccessfully for an election, for example) if applicable to their particular situation. In their first two years at OGIS, faculty should work with Faculty Affairs to identify service obligations that do not take away from the significant time commitment of new preparations and acclimatizing to teaching at OGIS.  

Four broad areas of engagement for OGIS faculty include: service to the larger university community; service to OGIS; service to the faculty member’s discipline; and service to society. 

OGIS Faculty Affairs maintains an ongoing list of service positions and assignments, and actively balances service obligations so that they are shared equally amongst faculty members. The following examples of service to the larger AU community, service to OGIS, service to the faculty member’s discipline/profession, and service to society are not exhaustive.  

• Service to OGIS (e.g., internal OGIS committees, faculty search committees, Vice Provost’s initiatives and task forces, new program development, marketing activities, faculty mentorship/advising, writing recommendation letters, and student mentorship/advising beyond the required weekly office hours); 

• Service to the larger university community (e.g., Faculty Senate and university committees, grant-proposal writing, University-wide search committees, and planning sessions, campus-wide presentations and workshops, undertaking public lectures in the community on behalf of the University and the Program); 

• Service to the faculty member’s discipline and professional field (e.g., juries and awards selection committees, chairing of professional meetings or panels at academic conferences, organizing professional workshops and/or forums, mentoring of other faculty); 

• Service to society (e.g., organizing lecture series, briefings to political and foreign groups, directorships, and advisory roles with non-profits or agencies); and 

• Service to community community-based activities in service (e.g. collaborative research projects with community organizations or local government agencies to address pressing social issues or contribute to community development; advisory boards or committees for community organizations, offering expertise and guidance to support their mission and initiatives; expert guest lectures or presentations at community events, conducting workshops or training sessions for community members, sharing academic expertise; mentoring students or aspiring professionals from underprivileged backgrounds, assisting in community outreach events, such as educational workshops, or cultural celebrations) 

Expectation of Service within the Professorial Lecturer Sequence: Service to OGIS, to the wider University community, to the faculty member’s scholarly field, and to other constituencies outside the University is an intrinsic part of a continuing appointment or term faculty member’s basic obligations. 

• At the Instructor level: Candidates are expected to assume moderate service commitments. This includes at least one assignment within OGIS or the university, and efforts to assist one’s program, teaching unit, or intellectual home. Service outside the university is welcomed but not essential. 

• At the Professorial Lecturer level: Candidates for Professorial Lecturer are expected to provide service to the program, the school, and/or university, with the expectation that their service profile has both broadened and deepened over time. This service profile may include, for example, participation in school and/or university committees. Service should include at least some service to AU as a whole. Service to the profession can include reviewing manuscripts for presses and journals, serving as an officer in scholarly associations, organizing conferences, training, or practitioner engagements, or serving on review panels or committees at other institutions. 

• At the Senior Professorial Lecturer level / Hurst Senior Professorial Lecturer level: Candidates must have a record of active and constructive contributions to faculty governance at all levels of the university community and are encouraged to mentor OGIS junior and adjunct faculty. Furthermore, candidates must show evidence of service to the profession. This can include engaging actively with funding communities, serving as proposal reviewers and on review boards, and participating in scholarly, policy, and practitioner organizations. 

Faculty members should be able to show that their service outside the university indicates their reputation within scholarly associations, the policy community, or practitioner organizations.   

CURRENCY in the FIELD 

The AU Faculty Manual refers to currency in the field as a criterion for evaluating teaching: All continuing appointment and term faculty are expected to remain current in their field and/or across fields (Section 16 a-b-c). OGIS faculty members should be cognizant of new literature, trends, and practical applications in their field, remain on the cutting edge, and integrate this into their teaching. OGIS faculty should also be innovative, collaborative, and participatory, finding ways to engage students on current topics in their field. While scholarly research is not required, it can serve as evidence of currency in the field. Candidates should present evidence of inclusive excellence in teaching. OGIS Continuing appointment and term faculty may demonstrate excellence in a variety of ways, included in their teaching portfolio. 

Currency in the field typically means staying up to date with developments in one’s professional and/or scholarly area(s). The university recognizes that many term and continuing appointment faculty conduct research, publish, and contribute to the scholarly profile of the university, while some also practice professionally. Some participate in the scholarship of teaching and learning, and many innovate pedagogically. Many also contribute to the development of diversity, equity, inclusion, and anti-racism practices that build community, collaboration, and civil discourse within their fields, disciplines, or areas of practice.  

Any of the below activities provides evidence of currency. The Faculty Manual  encourages such activity because faculty are better equipped to help students “acquire knowledge, develop critical thinking skills, and become active participants in the learning process” to the extent that they themselves “remain current in their field.” 

The currency-in-the-field portion of an application file provides an opportunity for term and continuing appointment faculty to report what they have been doing to maintain their intellectual and professional capital and stay engaged in their field(s) of expertise. 

Candidates for term reappointment, continuing appointment, and/or promotion within these categories should explain how the activities described in the currency portion of their files enrich their teaching and student advising and mentoring. Faculty reviewers are expected to view the candidate’s currency-related activities holistically and in the context of the candidate’s rank and years of academic and/or professional experience. The list below illustrates a few of the many ways to demonstrate currency in the field. 

Research and Scholarship Activities: 

• Publishing in peer-reviewed outlets, including electronic journals and platforms, and especially open-access electronic outlets that enable wider dissemination and use of findings; 

• Presenting research in public-facing venues; 

• Developing new cases, databases, or experiments with open-access sharing where possible; 

• Engaging with the academic field (e.g., manuscript review, editorial work, panel participation, conference participation); 

• Developing or applying methods that increase diversity, equity, and inclusion in the field of study or creative practice, including methods that expand opportunities for participation and agency by groups that are the subjects of research and those whose lives may be affected by research results; 

• Scholarly focus on traditionally overlooked topics that fill important gaps in the knowledge base; 

• Research and scholarly activity with demonstrated public impact; and 

• Pursuing grant development and other avenues of external funding. 

Professional Practice and Public Engagement: 

• Giving briefings, conducting trainings, and engaging with external organizations in the public, private, and non-profit sectors, with attention to reaching diverse and historically underrepresented audiences; 

• Engaging in public outreach and education (e.g., talks, lectures, panels, etc.), with attention to reaching diverse and historically underrepresented audiences; 

• Performing consulting or contract work; 

• Media publications and appearances (e.g., op-eds, blogs, interviews, podcasts); 

• Testimony at legislative or other hearings, contributions to public comments on policy proposals, and related activities with public impact; 

• Product development; and 

• Patent development. 

Teaching: 

• Updating syllabi to incorporate new scholarship, including diverse authors and perspectives, and/or to address new developments in the field, as appropriate; 

• Developing pedagogical innovations that include new course development and new instructional modalities that encourage broader student access and engagement and/or more effectively address different needs of students; 

• Participating in training in the field of teaching, including attendance at teaching-focused conferences, workshops, and seminars; and 

• Publishing and/or presenting teaching materials and pedagogy, with attention to reaching diverse and historically underrepresented audiences. 

Professional Development 

While OGIS faculty members who produce scholarly or professional research will be recognized for these contributions to their professions, those OGIS faculty members who concentrate on teaching and service will be equally rewarded for their direct contributions to OGIS. Similarly, faculty engaged in a variety of activities to develop new educational opportunities for OGIS students will be recognized for these efforts. The rationale behind the flexibility of these expectations is to provide for diverse paths for OGIS and its faculty members to become stronger teachers and better resources for their students. 

Scholarship (Applicable to Non-Tenure-Track Professor Faculty Ranks) 

Faculty members’ thorough understanding of inclusive excellence, significant contribution to their field, and/or cross-disciplinary achievements are essential to the mission of the university and to the advancement of knowledge. The university shall base its assessment of a faculty member’s scholarly achievements on the aggregate productivity and impact of the work since degree completion, including evidence that the faculty member is productive at AU. Faculty members can demonstrate their capacity for continued scholarly achievement in multiple ways. 

To support undervalued or marginalized accomplishments of faculty and recognize their contributions, OGIS embraces a comprehensive approach. This includes acknowledging diverse strengths and expertise in research, teaching, mentorship, and community engagement. Valuing a broader range of scholarly activities such as community-based research, interdisciplinary collaborations, and engagement with marginalized communities helps ensure equitable recognition. Senior faculty can serve as sponsors, actively promoting the work and visibility of their colleagues. OGIS recognizes and supports faculty engagement with marginalized communities through scholarship, teaching, and service. The department fosters an inclusive environment where faculty can freely share diverse perspectives and faculty from marginalized backgrounds feel valued, respected, and empowered. 

External funding plays a crucial role in assessing faculty performance as it serves as an indicator of scholarship, research productivity, and impact, demonstrating an ability to secure grants, execute research projects, and attract financial support. Acquiring external funding enhances one’s reputation among peers and the academic community, validating the significance of their research. It provides institutional support, granting faculty access to resources and enabling them to conduct high-quality scholarly activities. Collaborative efforts facilitated by external funding foster interdisciplinary collaborations and networking opportunities, broadening the faculty's impact. External funding also influences career advancement, as it is considered evidence of future success and contributions to the field. Securing external funding generates resources for the institution, supporting infrastructure development and contributing to its financial sustainability. 

When reviewing faculty work, it is important to recognize and appreciate the integration of multiple disciplines, interdisciplinary collaborations, and the application of diverse methodologies, and the extent to which the scholarship contributes to advancing knowledge across disciplinary boundaries. Evaluating the public impact of the scholarship can be done by considering the significance of the research findings in addressing societal challenges, informing policy, or benefiting the broader public. It is equally essential to assess the effectiveness of the faculty member's efforts in disseminating their work to wider audiences through public platforms and the accessibility, relevance, and engagement of these dissemination strategies. 

By conducting community-based scholarship, faculty members can contribute to meaningful and impactful research that serves the interests and aspirations of the communities they work with, fostering mutually beneficial relationships between academia and society. Faculty members may actively collaborate with community members, organizations, or stakeholders to identify research questions, co-design research projects, collect and analyze data, and develop actionable recommendations. Community-based scholarship often prioritizes addressing community needs, promoting social justice, and empowering marginalized voices. It aims to produce research outcomes that have practical applications, inform policy decisions, and foster positive change within the community. 

Overall, assessing electronic publishing requires a comprehensive evaluation of the scholarly rigor, impact, accessibility, and innovation of faculty's work in the digital realm. Key considerations include the reputation and rigor of the digital platforms or journals where the work is published. Factors such as peer review processes, editorial standards, and indexing in reputable databases can indicate the scholarly credibility of the publication. Assessors should also consider the visibility and accessibility of the electronic publications, including the number of downloads, citations, and mentions in academic and non-academic contexts. The relevance and impact of the research within the specific field or discipline, as well as its potential to reach wider audiences and contribute to public discourse, should be assessed. Additionally, the innovative use of digital technologies, interactive features, and multimedia elements in the publication can enhance its effectiveness and engagement. 

3. CRITERIA for TERM REAPPOINTMENT and CONTINUING APPOINTMENT 

Reappointment of Term Faculty 

The appointment and reappointment of all term faculty is contingent on the faculty member’s demonstrating the relevant qualifications and satisfactory performance; and on budgetary limitations, enrollments, and other needs of the teaching and academic unit.  

Continuing Appointment Faculty 

Applications for continuing appointments will be reviewed according to processes and criteria specified by the academic unit of OGIS and in accordance with the Faculty Manual.  

Criteria for Term Reappointment and Continuing Appointment 

The following criteria articulate the university’s expectations at each stage of what the Faculty Manual refers to as “the normal progression” for eligible faculty from single-year term contracts to a three-year term contract to a continuing appointment. This progression and the corresponding standards are detailed below.  

One-Year Term Reappointment  

Term faculty applying for one-year term reappointment at American University are expected to have: 

1. Made progress toward building a record of teaching excellence (defined above), as displayed in a teaching portfolio; 

2. Developed plans for, and made initial efforts toward, maintaining currency in their field(s) (defined above); 

3. Provided teaching-unit-level service (defined above) appropriate to rank and years of service at AU; 

4. Maintained a campus presence that reflects a commitment to connecting with students and to the university community; and 

5. Demonstrated civility, collegiality, equity-mindedness, and respect for diverse perspectives and voices in all areas of their work.  

Three-Year Term Reappointment 

Reappointment after three one-year contracts is normally for a three-year term. In rare cases, deans may recommend different lengths of term, subject to approval from the dean of faculty. Three-year term reappointments are contingent on the faculty demonstrating relevant qualifications and satisfactory performance; on sufficient budget and enrollments; and on the faculty member’s fit with other needs of the teaching or academic unit (Faculty Manual,).  

Term faculty applying for a three-year term reappointment at American University are expected to have: 

1. Attained a record of teaching excellence (defined above), as displayed in a teaching portfolio; 

2. Articulated (in the teaching narrative) a set of goals for improving their teaching craft; 

3. Demonstrated efforts to fulfill their plan for maintaining currency in their field(s) (defined above); 

4. Provided internal service (defined above) appropriate to their rank and years of service at AU;  

5. Maintained a campus presence that reflects a commitment to connecting with students and to the university community; and 

6. Demonstrated civility, collegiality, equity-mindedness, and respect for diverse perspectives and voices in all areas of their work.  

Continuing Appointment  

Term faculty applying for continuing appointment at American University are expected to have: 

1. Attained a record of teaching excellence (defined above) and demonstrated continuous commitment to teaching development, as displayed in a teaching portfolio; 

2. Articulated (in the teaching narrative) a set of goals for increasing their teaching mastery; 

3. Shown evidence of progressive activity over time to maintain currency in their field(s) (defined above); 

4. Accumulated a record of meaningful internal service (defined above) at the teaching-unit level and above, appropriate to rank;  

5. Maintained a campus presence that reflects a commitment to connecting with students and to the university community; and  

6. Demonstrated civility, collegiality, equity-mindedness, and respect for diverse perspectives and voices in all areas of their work.  

General Criteria for Evaluation of Continuing Appointment and Term Faculty 

OGIS places the highest priority on excellent, innovative teaching. Faculty members are also expected to contribute to American University’s goals of providing a culturally responsive, inclusive learning experience and environment. These activities will be recognized as they contribute to each Program’s visibility and enhance American University’s prominence. The term track for faculty actions is considered to be an important process at the Office of Global and Immersive Studies (OGIS) that ensures that faculty members are evaluated fairly and that their continuing appointment or reappointments are based on their contributions to the institution. The continuing appointment and reappointment procedure places a strong emphasis on the core American University values of inclusion, equity, diversity, and inclusive excellence. 

As stated in the American University Faculty Manual General Criteria for Evaluation of Continuing Appointment and Term Faculty: “Every continuing appointment and term faculty appointment or reappointment should serve to enhance the quality of the university. Continuing appointment and term faculty members must demonstrate excellent teaching/primary responsibilities, currency in the field and/or across fields, and evidence of a willingness to provide appropriate levels of service to the university and the professional community. As members of the learned profession responsible for educating the community, the university expects faculty members to exhibit civility, collegiality, and respect for different points of view in the academic community.” 

To achieve these objectives, constituent faculty at OGIS established the following guidelines, as per the American University Faculty Manual, that define the expectations for the overall contributions of continuing appointment and term faculty members and allow them to follow multiple pathways to demonstrate excellence.  

IV. OGIS TERM AND CONTINUING FACULTY PROMOTION WITHIN THE PROFESSORIAL LECTURER SEQUENCE 

Promotions will be based on the faculty member’s achievements and performance, as defined by the OGIS guidelines for the promotion sequence. The OGIS FRPC committee will focus on those criteria when reviewing applications for promotion. 

Criteria for Promotion in the Professorial Lecturer Sequence 

 This document seeks to specify criteria for faculty members in OGIS applying for promotion to the Professorial Lecturer Sequence. The Office of Global and Immersive Studies (OGIS) requires excellence in teaching (including currency in the field and professional engagement) and service for a faculty member seeking to qualify for promotion in the Professorial Lecturer Sequence. As a multidisciplinary school, OGIS recognizes multiple paths to inclusive excellence and promotion. In general, and as described in detail below,  

• All candidates for promotion must show excellence in teaching; 

• All candidates for promotion must, in addition, demonstrate currency in the field and professional engagement in their field/related fields; and 

• All candidates for promotion must have a record of service to the Unit and/or University 

Continuing appointment and term faculty with teaching appointments in the Professorial Lecturer sequence, which includes the ranks of Instructor, Professorial Lecturer, Senior Professorial Lecturer, and Hurst Senior Professorial Lecturer, will normally be evaluated for promotion solely on the basis of their teaching and service. 

The following section details specific performance expectations for each of the ranks in the Professorial Lecturer sequence. 

Professorial Lecturer 

Instructors applying for promotion at the rank of Professorial Lecturer should be successful teachers, as illustrated in their teaching portfolio, who have shown curricular initiatives that foster student learning and achievement and that reflect the current trends of their academic field(s). Candidates for Professorial Lecturer will also demonstrate professional engagement in their field and provide service to their program, OGIS, and/or University, with the expectation that their service profile will both broaden and deepen over time. 

Senior Professorial Lecturer 

Promotion to Senior Professorial Lecturer is based upon teaching performance as illustrated in their teaching portfolio, as well as significant service and professional development contributions to the candidate´s program, OGIS, and/or the University. 

The continuing appointment or term faculty member customarily will bring a proven record of service and of mentoring and advising students. However, new faculty members with extensive professional experience but little direct teaching experience may be appointed at this rank. 

Hurst Senior Professorial Lecturer 

The AU Faculty Manual describes appointees at this rank as having demonstrated “meritorious performance through sustained excellence in teaching and in service internally to the university and/or externally in their profession or field of scholarship” (section 14.a.iv). 

This rank, named for American University’s founder, reflects significant achievement and expectations of leadership. In addition to meeting the criteria for the rank of Senior Professorial Lecturer, an appointee at the rank of Hurst Senior Professorial Lecturer customarily will have demonstrated meritorious performance through sustained excellence in teaching as illustrated in their teaching portfolio, and in service internally to the university and/or externally in their profession or field of scholarship. New term faculty members whose distinguished careers have made them established leaders in their fields also may be appointed at this rank. 

For more detailed information and descriptions of teaching, standards of excellence, service, and currency in the field, see section III. General Criteria for Evaluation of Continuing Appointment and Term Faculty. 

5. OGIS TERM AND CONTINUING FACULTY PROMOTION WITHIN THE NON-TENURE-TRACK PROFESSOR SEQUENCE 

 This document seeks to specify further these criteria for faculty members in OGIS applying for promotion within the Term and Continuing Faculty Non-Tenure-Track Professor Sequence. Promotions will be based on the faculty member’s achievements and performance, as defined by the OGIS guidelines for the promotion sequence. OGIS relies on continuing appointment and term faculty for subject matter expertise, program continuity, and to maintain flexibility in the allocation of departmental resources. OGIS seeks to hire, retain, and promote excellent members of its instructional faculty. As such it recognizes the value of continuing appointment and term faculty from diverse educational and practical backgrounds, consisting of both academics and practitioners, scholars and experts with terminal degrees and experience in the fields associated with that OGIS department and associated areas. 

Criteria for Promotion within the Non-Tenure-Track Professor Track by Rank for Continuing Appointment and Term Faculty 

The ranks for the professor promotion sequence are assistant professor, associate professor, and professor are detailed in the AU Faculty Manual.

Evaluation of Teaching within Non-Tenure-Track Professor Sequence 

Excellent teaching is the cornerstone of term faculty appointments. The Faculty Manual defines excellent teaching in section 15(a) and requires that Departments utilize additional forms of teaching evaluation beyond student assessments. In assessing the quality of teaching, the Department may consider course content and design, engagement with students outside the classroom, student perceptions of classroom teaching, and evidence of growth, development, innovation, or mastery in teaching, balancing these as appropriate enables students to acquire knowledge, develop critical thinking skills, and become active participants in the learning process. Scholarly or professional engagement that enhances teaching is strongly encouraged. All continuing appointment and term faculty are expected to remain current in their field and/or across fields. 

Scholarship within the Non-Tenure-Track Professor Faculty Ranks 

Research: Contining reappointment and term faculty in the professor sequence are expected to conduct research or have a research agenda. Candidates’ research records will be evaluated in their entirety, including research productivity while at American University and plans for continued research productivity. 

Faculty members’ thorough understanding of inclusive excellence, significant contribution to their field, and/or cross-disciplinary achievements, are essential to the mission of the university and to the advancement of knowledge. The university shall base its assessment of a faculty member’s scholarly achievements on the aggregate productivity and impact of the work since degree completion, including evidence that the faculty member is productive at AU. Faculty members can demonstrate their capacity for continued scholarly achievement in multiple ways. 

OGIS embraces a comprehensive approach. This includes acknowledging diverse strengths and expertise in research, teaching, mentorship, and community engagement. Valuing a broader range of scholarly activities such as community-based research, interdisciplinary collaborations, and engagement with marginalized communities helps ensure equitable recognition. Faculty can serve as sponsors, actively promoting the work and visibility of their colleagues. OGIS recognizes and supports faculty engagement with marginalized communities through research, teaching, and service. The department fosters an inclusive environment where faculty can freely share diverse perspectives and faculty from marginalized backgrounds feel valued, respected, and empowered. 

External funding plays a crucial role in assessing faculty performance as it serves as an indicator of research productivity and impact, demonstrating an ability to secure grants, execute research projects, and attract financial support. Acquiring external funding enhances one’s reputation among peers and the academic community, validating the significance of their research. It provides institutional support, granting faculty access to resources and enabling them to conduct high-quality research. Collaborative efforts facilitated by external funding foster interdisciplinary collaborations and networking opportunities, broadening the faculty's impact. External funding also influences career advancement, as it is considered evidence of future success and contributions to the field. Securing external funding generates resources for the institution, supporting infrastructure development and contributing to its financial sustainability. 

When reviewing faculty work, it is important to recognize and appreciate the integration of multiple disciplines, interdisciplinary collaborations, and the application of diverse methodologies, and the extent to which the scholarship contributes to advancing knowledge across disciplinary boundaries. Evaluating the public impact of the scholarship can be done by considering the significance of the research findings in addressing societal challenges, informing policy, or benefiting the broader public. It is equally essential to assess the effectiveness of the faculty member's efforts in disseminating their work to wider audiences through public platforms and the accessibility, relevance, and engagement of these dissemination strategies. 

By conducting community-based scholarship, faculty members can contribute to meaningful and impactful research that serves the interests and aspirations of the communities they work with, fostering mutually beneficial relationships between academia and society. Faculty members may actively collaborate with community members, organizations, or stakeholders to identify research questions, co-design research projects, collect and analyze data, and develop actionable recommendations. Community-based scholarship often prioritizes addressing community needs, promoting social justice, and empowering marginalized voices. It aims to produce research outcomes that have practical applications, inform policy decisions, and foster positive change within the community. 

Overall, assessing electronic publishing requires a comprehensive evaluation of the scholarly rigor, impact, accessibility, and innovation of faculty's work in the digital realm. Key considerations include the reputation and rigor of the digital platforms or journals where the work is published. Factors such as peer review processes, editorial standards, and indexing in reputable databases can indicate the scholarly credibility of the publication. Assessors should also consider the visibility and accessibility of the electronic publications, including the number of downloads, citations, and mentions in academic and non-academic contexts. The relevance and impact of the research within the specific field or discipline, as well as its potential to reach wider audiences and contribute to public discourse, should be assessed. Additionally, the innovative use of digital technologies, interactive features, and multimedia elements in the publication can enhance its effectiveness and engagement. 

For more detailed information and descriptions of teaching, standards of excellence, service, and currency in the field, see section III. General Criteria for Evaluation of Continuing Appointment and Term Faculty.