Art Guidelines
According to the Faculty Handbook, Section VI. E, the evaluation of a candidate who is standing for reappointment, tenure, or promotion is to be based upon the quality of the candidate's teaching, scholarship and service. The first two criteria are the most important, and the quality of teaching is the most heavily weighted criterion. Excellence in teaching and service, in the absence of a significant record of scholarship or creative work, is not a sufficient basis for tenure or promotion to Professor. This document defines the three criteria, as described in the Faculty Handbook, for promotion for tenure-track studio art faculty based on the quality of teaching, scholarship and service.
General Criteria for Reappointment, Tenure, and Promotion Decisions
Teaching
Teaching in the Art Department is a multifaceted endeavor that includes the development of experimental, technical skill-based growth, exposure of students to historical and contemporary context and practices, and, ultimately, the development of a student’s own artistic voice and independent work.
Within these criteria, faculty in the Art Department are also expected to work to manage hazardous materials and adhere to safety guidelines established in collaboration with the College’s Director of Environmental Protection Safety and Sustainability, and oversee and manage equipment and supplies in their media area. In general, the Art Department relies on responsible individual studio management to support safe teaching.
Faculty are expected to teach introductory and advanced courses in a candidate’s media area, and other courses, such as the Junior Seminar, as requested by the department, and to supervise Senior Projects.
Effective teaching is a critical dimension of a faculty member’s contribution to the Art Department and must be demonstrated if a candidate is to receive a positive evaluation for reappointment, tenure, or promotion.
The following evidence effective teaching in the Art Department:
- Effective course design. Examples of effective course design include the incorporation of reading/writing assignments, lecture-based presentation and/or discussion of visual culture and relevant artworks, and field trips to see works in person. Courses should include clear and concise objectives and grading rubrics, with requirements and outcomes that are fairly and evaluated in a timely manner. In addition, courses should include creative, rigorous assignments and high standards that challenge students, improve their skills, and cultivate their intellectual and artistic growth. Student work from courses taught (including senior theses supervised, if applicable) should demonstrate technical skill, a working knowledge of visual syntax, a reflection of contemporary and/or historical movements, and the movement towards the development of an individual creative voice. Indicators of this can be found in a candidate’s syllabi, personal statement and supplemental materials (which should include a portfolio of student work), as well as through peer observation (see Peer Review of Teaching Policy below), student letters and course evaluations.
- Effective communication, in and out of class. Examples of effective communication in class may include leading or managing productive discussions, clear technical demonstrations and associated written handouts, and timely and clear feedback and critique of student work. Outside of class, effective communication should include availability and responsiveness by email and during office hours. Indicators of this can be found in a candidate’s supplemental materials (e.g., classroom handouts), as well as through peer observation, student letters and course evaluations.
- Innovative pedagogical practices and teaching strategies, including new course design or cross-disciplinary and collaborative offerings, and integration of new technologies. Examples include developing new courses within the department, teaching courses for cognate departments, team teaching with other members of the faculty, or giving guest lectures in another faculty member's course. Indicators of this can be found in a candidate’s syllabi, personal statement and through peer observation.
- Use of inclusive pedagogical approaches and practices. Indicators can be found in multimodal assignments and syllabi that allow students to demonstrate their learning and development in the course. Peer observation can assess the extent to which there is broad engagement and interaction with all students. A candidate’s personal statement can reveal efforts to adapt pedagogy to be more inclusive of all students, specifically around areas of diversity, equity and access. Systematically-collected student feedback, including course evaluations and student letters, may also provide some evidence on the extent to which students are impacted by the efforts of the candidate.
Applicability of criteria for evaluating teaching to those who will not be evaluated for tenure
The teaching of all faculty will be evaluated with the same criteria as untenured faculty in tenure-track positions.
Policy on Peer Review of Teaching
The Art Department is committed to the highest standards of teaching and to helping its members become the best teachers they can be. Classroom visitations by senior, voting members of the department seek to evaluate junior colleagues or non-tenure-track faculty in order to provide helpful written feedback.
All voting members of the department will normally have firsthand knowledge of teaching through the peer review process outlined below before voting on reappointment, tenure, and promotion.
Peer review of teaching will include:
- A pre-observation meeting in which subjects such as session goals, course goals, pedagogical approaches, and assignments are discussed. In addition, the instructor should indicate any specific areas on which they want feedback and/or areas on which the observer should focus.
- Review of available course materials to contextualize the session.
- A classroom observation of a single class session or, for a 3-hour class, a partial class session up until an instructor designated break. If deemed necessary in the opinion of the instructor, a second class session observation can be requested. The observer should show up on time, if not early, stay for the agreed upon time period, and take detailed notes, but not participate in the class. The observer should follow rules established for students in the class regarding use of technology, eating/drinking, and so on.
- A post-observation meeting.
- Written documentation of the review using the CET-developed form (pasted below). The written report will evaluate the extent to which the review provided evidence regarding the instructor’s use of effective pedagogical practices identified in these guidelines. A draft of the written report will be shared with the instructor by the end of the semester during which the review took place and the instructor will be given the opportunity to discuss with the observer any concerns they may have and suggest changes; if necessary, the instructor may also bring those concerns to the chair. Instructors are encouraged to work with the department chair to address issues that may arise.
- The final peer review report will be shared with the instructor and other tenured members of the department, and becomes a part of the instructor's internal departmental file. All reports may be referenced in the instructor’s recommendation letter for reappointment, tenure and promotion, and in annual reviews.
The department chair will make peer review assignments at the beginning of each semester in consultation with the instructor. The observer will take responsibility for scheduling on a mutually convenient date, and the chair will ensure that the review occurs by the end of the semester.
Faculty in their first semester of teaching will be reviewed for formative purposes only; no written documentation of the first semester review will be generated.
Pre-tenure faculty will normally be observed once per semester but in no circumstances more than twice per semester, and each classroom observation will be conducted by one colleague only. Post tenure, faculty will normally be observed once per year.
Faculty in non-tenure-track appointments will normally be observed for peer review once per year according to the same procedures as for tenure-track faculty.
Examples of the Classroom Observation Report and Post-Observation Reflection can be found in the .
Scholarship
In keeping with the college-wide standard, the department acknowledges “scholarship supports teaching.” Making art is a generative process that may take on a variety of forms. Exhibition of creative work is the traditional analogy to publication in other fields. Critical evaluation of scholarship in the studio arts can include exhibitions in galleries and museums, exhibitions curated by respected artists or curators, and evaluation in quality online and print media.
Creative activity may be demonstrated by a combination of the following, which is the equivalent of peer review in other disciplines:
- Solo and Group exhibitions, installations and public works.
- Publication in journals, periodicals, and exhibition catalogues, press notices and reviews, as well as conference papers and presentations. Publication includes exhibition curation.
- Grants, residencies, honors and awards.
- Collections, acquisitions, commissions and freelance activities
- Works in progress
When evaluating the above activities, the quality of work and venue of exhibition and/or project (local, regional, national, or international) will be considered by the department and external reviewers. The significance and relevance of research will be considered as it pertains to the community that engages with it. The potential for future productivity and growth shall be demonstrated by a sustained pattern of creative production and presentation.
Service
Service takes many forms, both within the Art Department and across campus. Before reappointment the candidate is expected to work within the department on course and curricular development, evaluate prospective student portfolios from Admissions materials, communicate with prospective students, and manage facilities and budgets within their media discipline. Toward tenure, the candidate should also contribute to departmental initiatives such as our Visiting Artist Series, mentorship of Senior Projects, and advising concentrators. It is the duty, common to all faculty, for candidates to attend all department and faculty meetings and to contribute to the governance of the college by standing for and serving on campus wide committees. Participation in professional organizations can be additional evidence of service.
Specific Standards for Reappointment
Teaching
At the time of reappointment, a candidate should have developed courses at the introductory and advanced levels, and worked to refine and improve them, based upon student and colleague feedback. A candidate should also have demonstrated the ability to mentor Senior Projects and to teach department-shared courses, such as Junior Seminar. The candidate should have demonstrated a strong commitment to teaching, clear progress toward establishing knowledge and mastery of the discipline, and the ability to communicate with, stimulate, and evaluate students, assessed using the principles outlined above under General Criteria for Reappointment, Tenure and Promotion.
Scholarship
At the time of reappointment, a candidate should demonstrate a significant program of scholarly activity since hire, including a minimum of several competitive, juried, and/or invited group exhibitions or performances at the local, regional or national level, either in person or virtual; a minimum of one demonstrated or planned solo exhibition or performance; and plans for their post-reappointment leave that correspond clearly with the standards for tenure. Additional creative activities (as outlined in the criteria above under General Criteria for Reappointment, Tenure and Promotion) can serve to supplement these core expectations.
Service
During a candidate’s first several years at Hamilton (prior to reappointment) most of their efforts will be devoted to course development, refining teaching skills, research and scholarship. During this time we encourage service only at the department level. A candidate should consult with the department chair regarding requests to serve on college-wide committees before reappointment. Following the first year of appointment, the member must serve conscientiously as an academic advisor for students.
Specific Standards for Tenure and Promotion to Associate Professor
Teaching
A candidate for tenure should demonstrate the ability to offer an evolving range of art courses that reflect innovative pedagogical practices and demonstrate continued refinement and improvement based on student and colleague feedback. The candidate should have demonstrated a strong commitment to teaching, knowledge and mastery of the discipline, and a strong ability to communicate with, stimulate, and evaluate students, assessed using the principles outlined above under General Criteria for Reappointment, Tenure and Promotion.
Scholarship
At the time of review for tenure, a candidate should demonstrate a significant, on-going program of peer-reviewed scholarly activity that corresponds with the criteria above. This program should include competitive, juried, and/or invited group exhibitions or performances at the local, regional, national, or international level, either in person or virtual; solo exhibition(s) or performance(s); and appropriate plans for continuation of their scholarly program post-tenure. Additional creative activities (as outlined in the criteria above under General Criteria for Reappointment, Tenure and Promotion) can serve to supplement these core expectations.
Service
We encourage, but do not require, that a candidate stand for election to a college committee following their first reappointment (normally after year three). A candidate standing for tenure should demonstrate more extensive service contributions, such as taking on a larger role in departmental service, serving on a hiring committee, or participating on an appointed or elected committee. Continued service as an academic advisor is expected.
Specific Standards for Promotion to Professor
Teaching
Teaching should continue to be excellent, as evidenced by the criteria described above. We expect that syllabi and other course materials continue to evolve in response to new insights and to innovation in the profession. Integration of contemporary artists and relevant readings and participation in the Visiting Artist Series are important indicators of continued growth. The development of new courses would also be evidence of continuing excellence and growth as a teacher. A candidate’s teaching will be assessed using the principles outlined above under General Criteria for Reappointment, Tenure and Promotion.
Scholarship
Continuing achievement in the creation and presentation of new works is essential, as evidenced by the criteria described for tenure and outlined above under General Criteria for Reappointment, Tenure and Promotion. This criteria should evidence advanced achievement in direct peer review situations such as exhibitions, collections and acquisitions, grants and residencies, honors and awards, and publications. Evidence of a long trajectory of creative work is expected. The exploration of new areas and techniques, while not required, is evidence of continuing growth as an artist.
Service
Continuing distinguished service to the college and department is expected. Service on college committees is regarded as a valuable part of the work of a tenured professor. Participation in professional organizations can be additional evidence of service. Invitations to serve as outside evaluators for tenure cases and external reviews should also be included as examples of service to the larger academy.
As much as the department and College needs the dedicated service of its faculty, a member's contribution to service, no matter how substantial, will not substitute for continuing achievement in teaching and scholarship.
Approved by COA: 11/20/24
