7.3.2 Promotion of Instructors and Renewal of Senior Instructors

7.3.2 Promotion of Instructors and Renewal of Senior Instructors

The President retains the power of approval for third-year review determinations, promotions, and renewals. The Provost, acting in accordance with the provisions stated in this Faculty/Administration Manual, is responsible for making the final recommendation to the President in respect to all such matters.

A third-year review should substantiate whether satisfactory progress toward promotion to Senior Instructor has been made. A candidate should be informed in detail of any weakness that, if not corrected, might lead to a negative promotion decision. If there are serious doubts as to whether the candidate will be able to meet the criteria prior to a required promotion decision, a recommendation against retention should be given.

Promotion to Senior Instructor is awarded to eligible instructors at the College of Charleston for meritorious achievement in the three areas: teaching, professional development and service. A promotion decision is made only once normally in the sixth year. A review for renewal as Senior Instructor normally takes place every seventh year³¹. (Inst. Apr. 2011; Rev Aug. 2014)

Specific Criteria for Promotion to Senior Instructor (Rev. Apr. 2011; Aug. 2023)
The following criteria are necessary, though not sufficient, for promotion to Senior Instructor. Evidence of exemplary performance in teaching or performance at the level of significant achievement in the two areas of teaching and professional development is also required. (Rev. Aug. 2023)
- a. Promotion to the rank of Senior Instructor requires sustained effectiveness in teaching. (Rev. Aug. 2023)
- b. Continued vitality as a teacher is intimately related to professional development. There must be clear evidence of promise for continued development in pedagogy.
- c. There should be active and sustained participation in service to the College, and, where appropriate, to the community.
Specific Criteria for Renewal as Senior Instructor (Ins. Aug. 2023)
The following criteria are necessary, though not sufficient, for renewal as Senior Instructor. Additionally, evidence of one of the following is required: exemplary performance in teaching; performance at the level of significant achievement in teaching and professional development; or performance at the level of significant achievement in teaching and professional service.
- a. Renewal at the rank of Senior Instructor requires sustained effectiveness in teaching.
- b. Continued vitality as a teacher is intimately related to professional development. There must be clear evidence of promise for continued development in pedagogy.
- c. There should be active and sustained participation in service to the College, and, where appropriate, to the community.
Teaching Effectiveness
- a. Standard Effective teaching is the primary responsibility of faculty, as well as the hallmark of the institution, and reflects three broad elements: a student-focused approach, appropriate disciplinary or interdisciplinary content, and reflective practices. It fosters intellectual curiosity and motivation, promotes inclusivity, encourages deep learning, and nurtures active listening, all of which promote lifelong learning. As teachers and academic advisors, faculty members are expected to meet the needs of diverse learners by designing courses with transparent expectations and in a format that is accessible and easily navigated by all types of students. Students should be exposed to current and past developments in the field if appropriate, be taught to access and analyze relevant disciplinary information, and be provided opportunities to prepare for subsequent courses in the curriculum. Instructors should engage peer and student feedback and the scholarship of teaching and learning in their disciplines, regularly reflecting on and evaluating current practices and implementing alternative approaches in response. (Rev. Aug. 2023)
  Departments and programs that expect faculty members to demonstrate specific characteristics of effective teaching that are aligned with this standard should articulate those in their departmental or program guidelines. (Ins. Aug. 2023)
- b. Evidence (while in rank at the College of Charleston) The faculty member should provide a narrative that includes a critical selfreflection of their teaching philosophy and methodology, as well as their accomplishments in teaching and in related efforts, including advising and mentoring, as appropriate. The candidate should provide evidence in support of their narrative, associated with courses taught during the review period, including the following:
  1. Syllabi, including course objectives and student learning outcomes, grading policy, and other required content, per Policy 7.6.10, Policy on Course Syllabi;
  2. Samples of course materials, including assessments (such as tests, exams, essays, or other assignments), and as appropriate, evaluation rubrics, materials from course websites, projects, and evaluated student work;
  3. Chair’s evaluations since the faculty member has been in rank. Chair must provide an annual evaluation the year prior to the candidate being considered for promotion/tenure;
  4. Student reviews of teaching:
    1. Student Course-Instructor Evaluation quantitative ratings from all course sections for which they were administered. These surveys will be administered for every section of every course, every semester, with the exception of a course that has only one student enrolled. A faculty member undergoing review may also choose to include student free responses as part of the packet, having explained in the written narrative about teaching whether all the comments or a selection of the comments have been included. Departments may require inclusion of the student free responses. Any such requirement should be articulated in approved departmental guidelines. (Rev. Aug. 2018)
    2. An aggregate rating for each semester for all courses in the department will be included in the evidence submitted by the candidate. (Rev. Apr. 2007).
      The chair of the Departmental Evaluation Panel will also collect the following evidence:
      1. Departmental colleague letters evaluating teaching, which are required.
      2. Optional letters on teaching, from extra-departmental colleagues at the College of Charleston and/or at other institutions, if candidate elects or if department or program requires. (Ins. Apr. 2007; Rev. Aug. 2023)
      3. Recent graduate evaluations on teaching: either all majors or a sample of at least 40 students selected randomly from among all majors in the department who have graduated within the past five years and whom the candidate has taught; departments may choose to use a sample of at least 40 graduates selected randomly from among students in service courses taught by the evaluate. Additional students whom the candidate has taught, who need not be majors in the department, may be added by the candidate in consultation with the Chair.
        Recent Graduate Evaluations are optional for Third-Year Review and may be requested by the departmental evaluation panel or the candidate. (Rev. Apr. 2007)
        Additional evidence submitted by the candidate may include but is not limited to:
        Samples of evaluatee-prepared and/or supplementary course materials.
        Participation in curriculum development.
        Participation in interdisciplinary courses and programs.
        Participation in peer coaching activities and/or observation of classroom performance by colleagues.
        Participation in pedagogical conferences, workshops and field trips.
        Participation in departmental advising as directed by the Department Chair. (Rev. Aug. 2023)
      4. Professional Development
        a. Standard
        Professional development is essential to an instructor’s ability to carry out the College’s educational mission. Professional development involves the various activities that increase the faculty member’s knowledge and exemplify pedagogical or artistic expertise. It includes, but is not limited to, research in pedagogy, appropriate studies within and outside one’s specialties, and creative activities in practice and performance in the fine arts. Instructors maintain currency in the content of courses taught and in pedagogical techniques. They sustain professional contact with colleagues and engage in continuing professional activities to maintain, upgrade, and augment existing skills or develop new ones.
        b. Evidence (while in rank at the College of Charleston) should include:
        Evaluatee’s narrative of professional development activities.
        Internal and/or external colleague statements on professional activities.
        Chair’s evaluations since faculty member has been at the College.
        Evidence of professional development may include but is not limited to:
        (a) serving as an officer or a member of a board or committee of a local, state, regional, national or international professional organization;
        (b) chairing or serving as a discussant on a panel at a professional meeting;
        (c) preparing grant proposals and reports;
        (d) conducting professional workshops and seminars;
        (e) participating in professional meetings, seminars, workshops, et cetera;
        (f) completing graduate studies or course work relevant to professional competency;
        (g) receiving fellowships and awards;
        (h) serving as a professional consultant;
        (i) attending workshops, symposia, meetings of regional and national organizations, et cetera;
        (j) producing scholarly and creative works that are pedagogical in nature, such as media productions, and compiling significant bibliographies, guidebooks, catalogs, study guides, textbooks or workbooks;
        (k) all activities appropriate at the professorial ranks
        Professional Service to the Community
        a. Standard Service to the College and/or the community falls within the responsibilities of a faculty member and is essential to the fulfillment of the College’s responsibilities to the academic community and to the attainment of institutional goals. Each faculty member is expected to cooperate in supporting the mission and the goals of the department and the College. Service includes holding departmental offices, serving on departmental committees, and participating in campus and community activities related to the College and to one’s professional role. It also includes involvement with standing or ad hoc committees of the College, and special committees or task forces. Service includes working with student organizations and non-academic advising; working with community, state, regional or national organizations; utilizing professional expertise; and working on institutional advancement projects.
        b. Evidence (while in rank at the College of Charleston) should include but is not limited to:
        Evaluatee’s narrative of accomplishments in service while in the rank of Instructor or Senior Instructor.
        Internal and/or external colleague statements and letters of testimony. The letters shall be solicited by the panel chair. Authors of letters shall be agreed upon by both the panel chair and the evaluatee.
        Chair’s evaluations since the faculty member has been at the College

_{31 In 2014-15, Senior Instructors eligible for renewal in the fifth year under previous rules and procedures may decide, in consultation with their chair, whether to proceed for renewal in the fifth or to defer renewal till the seventh year. A Senior Instructor formerly eligible for renewal in 2015-16 may request through their chair and dean an evaluation in that year.}

Related Policies, Documents or Forms

7.3.2 Promotion of Instructors and Renewal of Senior Instructors (FAM VI.B) PDF

Revision Log

Web Publication Date: 1/20/2026