1.1. Appointment to Lecturer or Senior Lecturer

• 1.1.1. The process to establish a search or to make an appointment for full-time or benefits-eligible Lecturers and Senior Lecturers is similar to the ones used for tenure-track professorial positions, including receiving approval from the Dean and conducting a formal search. Appointment durations vary depending upon the program, the funding source, and budget constraints. Appointments are up to three years for Lecturers and up to five years for Senior Lecturers.
• 1.1.2. Short duration or limited effort (less than 50%) appointments in these titles will follow a different process. Please contact the Administrative Manager to begin the appointment process for limited effort and short duration appointments.
• 1.1.3. Brooks School guidelines for appointments will adhere to the rules and regulations set forth in broader university guidelines including the University Faculty Handbook and Policy for Academic Appointments. All affirmative action policies of the university apply to these appointments.

1.2. Reappointment to Lecturer or Senior Lecturer

• 1.2.1. All appointments using these titles are term appointments. Term lengths vary depending upon the program, the funding source, and budget constraints. Appointments are up to three years for Lecturers and up to five years for Senior Lecturers. Appointments are renewable without a maximum limit on time in the title.
• 1.2.2. If the unit is appointing on an annual or shorter timeframe, the academic reappointment review only needs to occur every three years for Lecturers and every five years for Senior Lecturers. The Senior Associate Dean of Faculty & Research (SADFR) launches the process to have a confidential dossier, including all the components outlined below.
• 1.2.3. The dossier, including the vote of the tenure track faculty, tenured faculty, and senior lecturers, should occur at least six weeks prior to the individual’s termination date. The SADFR then submits a letter/communication to the Dean endorsing or rejecting the reappointment. If the recommendation is approved by the Dean, the Assistant Dean of Human Resources is notified and action to establish a terminal appointment (if warranted) or reappointment is taken.
• 1.2.4. Reappointment dossiers must include:
  • 1.2.4.1. A current curriculum vitae;
  • 1.2.4.2. A personal statement of teaching, advising, and (if applicable) administrative accomplishments and future goals and plans, including their relevance to the mission of the program and School;
  • 1.2.4.3. A reappointment recommendation from the director of the unit program (if applicable);
  • 1.2.4.4. The length of the reappointment;
  • 1.2.4.5. Results of student course and advising evaluations for at least the last three years (if available); and
  • 1.2.4.6. Copies of annual performance reviews.

1.3. Promotion to Senior Lecturer

• 1.3.1. Promotion to Senior Lecturer usually occurs after a minimum of six years (full-time equivalent) of satisfactory and relevant employment experience in the school or elsewhere. Criteria for consideration include meritorious performance; leadership; and expanded administrative and/or supervisory responsibilities.
• 1.3.2. In discussion with the program director and/or the SADFR, the individual may initiate the request for promotion based on the quality of performance and the increased responsibilities. If the candidate or program director decides to pursue promotion, they submit to the SADFR requesting consideration for promotion.
• 1.3.3. Once agreed upon by the Dean’s office: A promotion dossier is prepared for review by the tenure track and tenured faculty plus those holding the senior lecturer title.
• 1.3.4. Promotion dossiers must include:
  • 1.3.4.1. A current curriculum vitae;
  • 1.3.4.2. A personal statement of teaching, advising, and (if applicable) administrative accomplishments and future goals and plans, including their relevance to the mission of the program and School;
  • 1.3.4.3. Letters of evaluation from two faculty or program directors with whom the candidate has worked;
  • 1.3.4.4. Results of student course and advising evaluations for at least the last three years (if available);
  • 1.3.4.5. Evaluations from teaching assistants with whom the lecturer has worked or whom the lecturer has supervised (if available);
  • 1.3.4.6. Letters from current and former students; and
  • 1.3.4.7. Copies of annual performance reviews.
• 1.3.5. For a promotion review involving administrative responsibilities, the program director or faculty supervisor must describe in detail the administrative duties and show how the individual intends to perform those duties.
• 1.3.6. When the file is complete, the documentation is presented to a committee comprised of at least three tenure track and tenured faculty and/or senior lecturers from the Brooks School.
• 1.3.7. If the committee recommendation is positive and the SADFR is positive, the SADFR sends a letter with the decision and supporting documentation to the Dean. If the recommendation is approved by the Dean, the Assistant Dean of Human Resources is notified, and action is taken to process the promotion. If the vote is negative or the SADFR is not recommending promotion, the SADFR communicates outcome to the candidate and encourages the development of an improvement plan.

2.1.1. The Brooks School developed guidelines for use of the title Professor of Practice to help recruit and retain the best possible faculty to achieve the school’s goals of training the next generation of scholars, conducting rigorous and impactful research, and engaging with diverse audiences and stakeholders to tackle the biggest public policy challenges we face in the U.S. and globally.

2.1.2. Through use of the Professor of Practice title, we seek to recruit and retain policy and administrative leaders who have a distinguished record of professional accomplishment, have had major impact on the design, practice, and advancement of public policy and public service, and can bring that record and experience to advance our school’s educational and scholarly goals. The use of this title is particularly important in the competitive landscape of elite Schools of Public Policy across the country (e.g., Harvard Kennedy; Duke Sanford; Michigan Ford; Princeton SPIA; Chicago Harris; Syracuse Maxwell), all of which make use of versions of the (non-tenure-track) Professor of Practice title. Inclusion of the term “Professor” versus “Lecturer” in a professional title is particularly important for distinguished policy and management professionals who seek to bring expertise and professional experiences in public policy and policymaking to inform the educational and research missions of the school.

2.2.1. Faculty members with the title Professor of Practice will have substantive teaching responsibilities within the Brooks School and beyond.

2.2.2. The most important criterion for use of the Professor of Practice title is that the candidate should be recognized as a major and consistent leader in practice related to public policy, with at least 15 years of full-time professional experience in public service and policy engagement outside of academia. This may be evidenced by leadership in the development, advocacy, implementation, administration, and/or evaluation of public policies at the community, local, state, national, or international level. Evidence of sustained accomplishments in the public, private, or nonprofit sector, and potential for continuing contributions to the Brooks School’s academic, research, and practice activities should be clear.

2.2.3. Specific responsibilities will vary by individual and program/unit needs, but all faculty appointed under the Professor of Practice title will have two categories of responsibility: (1) teaching responsibilities in academic programs, and (2) broader responsibilities to contribute to the school and program/unit over and above their teaching contribution. Minimum teaching responsibilities under the Professor of Practice title will not fall below 3 credits per year. We anticipate that most faculty appointed with this title will teach more than 3 credits but maintain the possibility of a 3-credit teaching load for Professors of Practice in roles with large administrative responsibilities.

2.2.4. Broader responsibilities could include program development, leadership, and administration; outreach and engagement; student advising; engaged-learning activities; mentoring; and/or scholarly research. We anticipate that Professor of Practice positions will be spread across the undergraduate and professional degree programs offered within the school.

2.3.1. Faculty members with the title of “Professor of Practice” will be non-tenure track, renewable appointments for up to 5 years. We do not anticipate movement between Professor of Practice and tenured or tenure-track appointments, save for exceptional situations and with Provost’s approval. Professor of Practice appointments can be recruited externally or internally, though all will be focused on only senior and highly qualified candidates who would be appointed at the rank of (full) Professor of Practice.

2.3.2. Requirements for appointment to the title of Professor of Practice will include evidence of high-quality teaching and sustained accomplishments in public policy research and/or practice. A terminal degree in a relevant field and substantial senior business/field/governmental experience are required.

2.3.3. Recruitments for the Professor of Practice title will involve a formal search process. Current Senior Lecturers whose job portfolios extend well beyond the normal teaching and advising activities associated with these titles and who are recognized as major and consistent leaders in teaching and practice related to public policy and public service may be considered.

2.3.4. For formal searches, a search committee comprised of three faculty members, at least two of whom will be tenured or tenure-track, will be appointed by the relevant unit director following the HR policies of Cornell University and the hiring policies and procedures of the Brooks School. The entire Brooks tenured, tenure-track, and Professor of Practice faculty will vote on any appointment making use of the Professor of Practice title and the results of the vote will inform the Dean who has final authority for such appointments.

2.4.1. The Senior Associate Dean of Faculty & Research (SADFR) will launch a dossier review in the final year of the Professor of Practice term of appointment. The dossier, including the vote of the tenure track faculty, tenured faculty, and Professors of Practice, should be completed at least 3 months prior to the individual’s termination date.

2.4.2. The SADFR will then submit a letter to the Dean endorsing or rejecting the reappointment. If the recommendation is approved by the Dean, the Assistant Dean of Human Resources will be notified and action to establish a terminal appointment (if warranted) or reappointment will be taken.

2.4.3. Reappointment dossiers will include:

• 2.4.3.1. A current curriculum vitae;
• 2.4.3.2. A personal statement of teaching, advising, research, outreach, and/or administrative accomplishments and future goals and plans, including their relevance to the mission of the program and School;
• 2.4.3.3. A reappointment recommendation from the director of the unit program (if applicable);
• 2.4.3.4. The length of the reappointment;
• 2.4.3.5. Results of student course and advising evaluations for the term of the current appointment (if available);
• 2.4.3.6. Copies of annual performance reviews (if available); and
• 2.4.3.7. Letters from academics outside of both the unit and Cornell.

2.4.4. Requirements for reappointment to the title of Professor of Practice will include evidence of high-quality teaching and sustained accomplishments in public policy research and/or practice. A terminal degree in a relevant field and substantial senior business/field/governmental experience are required.

2.4.5. We expect that holders of the Professor of Practice title in the Brooks School will:

• 2.4.5.1. Engage in service to the academic community beyond teaching of courses (including program development, leadership, and administration; outreach and engagement; career advising; engaged-learning activities; working with Brooks Centers and Institutes; and/or scholarly research);
• 2.4.5.2. Have external visibility and impact both academically and professionally; and
• 2.4.5.3. Hold a 80% or greater appointment within the Brooks School.

2.5.1. The total number of Professors of Practice will not exceed 20% of the number of tenured and tenure-track faculty with appointments in the Brooks School.

2.6.1. Professors of Practice shall have all rights and responsibilities of Senior Lecturers outlined in Cornell University policies. They shall have an additional right to vote on appointments or reappointments to Professor of Practice within the School.

2.7.1. The use of the Professor of Practice title is not intended to have any impact on the number of tenure-track faculty in the Brooks School. The purpose of the Professor of Practice title is to enhance our ability to recruit and retain policy and management leaders who have a distinguished record of professional accomplishment, including major impacts on the practice and advancement of public policy, public service, or public administration, and can bring that record and experience to advance our school’s educational and scholarly goals. Current non-tenure track faculty at the rank of Senior Lecturer may request to be considered for appointment to the Professor of Practice title if they meet the criteria for such an appointment.

2.8.1. Tenured and tenure-track faculty of the Brooks School voted electronically on this proposal (via a Qualtrics Survey) between February 27th, 2023 and March 3rd, 2023. Out of 44 faculty in these categories, the vote tally was as follows: 37 yes, 0 no, 0 abstain, 7 did not vote.

2.8.2. Benefits-eligible lecturers and senior lecturers of the Brooks School voted electronically on this proposal (via a Qualtrics Survey) between February 27th, 2023 and March 3rd, 2023. Of 9 faculty in these categories, the vote tally was as follows: 8 yes, 0 no, 0 abstain, 1 did not vote.

3.1.1. The Brooks School seeks approval for use of Assistant, Associate, and Full Teaching Professor titles to help recruit and retain stellar teaching faculty to achieve the school’s goals of training the next generation of policy scholars and engaging with diverse audiences and stakeholders to tackle the policy challenges we face as a global society. We seek use of the Teaching Professor titles to help retain our excellent benefits-eligible Lecturers and Senior Lecturers (those with ≥50% FTE appointments) who play a critical role in serving our students at multiple levels of training (including our undergraduate, professional masters, and doctoral degree programs and executive education), and to recruit the next generation of teaching faculty for whom we regularly compete with other policy schools and academic departments.

3.1.2. Our benefits-eligible teaching faculty play critical roles in curriculum development, teaching excellence, and degree program leadership, and they serve as a critical source of for training and inspiring our students to pursue careers in public policy, public administration, health policy, and health administration. Our students call them “professor” and they are a critical part of the Brooks School’s teaching, mentoring, and administrative community. Yet, many of these exceptional faculty members do not view the titles of Lecturer and Senior Lecturer as affording them with the level of professional respect and opportunity that are commensurate with their substantial contributions to the Brooks School. The Lecturer and Senior Lecturer titles also limit pathways to promotion with only two categories of seniority and achievement. Our benefits-eligible Lecturers and Senior Lecturers (≥50% FTE) also share titles with part-time faculty who teach one or two courses for our professional programs, but have not made the same degree of commitment to the institution. Combined, these limitations of the current titles have led several excellent teaching faculty to consider positions at other institutions that address one or more of these foundational limitations of the Lecturer titles.

3.1.3. The Teaching Professor titles will also help us to recruit the best and brightest candidates for teaching positions in the Brooks School. As the Brooks School continues to grow and develop new degree programs in public policy and public administration, we will need to grow both our tenure-eligible and teaching faculty to meet student demand. We have already grown substantially since the school’s founding in fall 2021, adding 15 tenure/tenure-track faculty, 4 Lecturers/Senior Lecturers, and 1 Professor of Practice. The ability to hire using the title of Assistant, Associate, or Full Teaching Professor will enable us to become even more competitive in the market for exceptional teachers, mentors, and (in some cases) administrators.

3.2.1. Consistent with the Faculty Handbook description of the teaching professor title, these titles in the Brooks School will be available only for long term, non-tenure-track, and benefits-eligible (≥50% FTE appointment in the Brooks School) faculty members whose efforts are devoted primarily to the teaching mission of the school and whose teaching capacity and skill are characterized by impact and excellence. Teaching professors at higher ranks can demonstrate impact and excellence through activities such as pedagogical innovation, curriculum development, and leadership roles. Consistent with their rank and Brooks School needs, teaching professors are also expected to contribute teaching-related service, especially in areas that concern advising, mentoring, curriculum, and management of degree programs.

3.2.2. Specific responsibilities will vary by individual and program/unit needs, but all faculty appointed under a Teaching Professor title will have two categories of responsibility, in most cases with the vast majority of effort allocation in the first: (1) teaching responsibilities in academic programs, and (2) broader responsibilities to contribute to the school and program/unit over and above their teaching contribution. Minimum teaching responsibilities under the Teaching Professor titles will not fall below 9 credits per year, and the standard teaching load for full-time Teaching Professors at any rank in the Brooks School will be 6 courses per year, 3 per semester. Broader responsibilities could include program development, leadership, and administration; outreach and engagement, including partnerships with community organizations that support the engaged learning opportunities; student mentoring; recruitment efforts through search committee membership; or service on school or university-level committees. We anticipate that teaching responsibilities of Teaching Professors will be distributed between both undergraduate and professional degree programs offered within the school. While it is possible that the Brooks School could recruit a benefits eligible teaching professor with a non-full-time teaching load (i.e., less than 100%, but greater than 50% appointment), we anticipate that most teaching professors will be recruited in a full-time capacity.

3.3.1. Degree Requirements

• 3.3.1.1. In most cases, faculty with Teaching Professor titles will have a PhD (or the highest degree in a given field/discipline, for example a JD for legal training) in a field/discipline that is directly relevant to the area of instruction. On a case-by-case basis, we will also consider teaching faculty who have substantial teaching experience (e.g., those who have been previously hired at or have been promoted to Senior Lecturer titles; new hires who hold similar ranks at other universities) who hold MPA or MPP degrees and are hired to teach in our Bachelor’s and Master’s level programs will be eligible for the title of Associate Teaching Professor. As described in Section C.3.a, current >50% FTE Senior Lecturers in the Brooks School, including those who have an MPA or MPP degree as their highest degree, will title transfer to the rank of Associate Teaching Professor and will be eligible for future promotion to Teaching Professor. Future exceptions to the highest degree guideline are expected to be rare. In all cases, Teaching Professors must hold a graduate degree that is appropriate to the level and field of instruction that the individual will provide. Teaching Professors who hold a PhD may teach courses to Brooks PhD students. Decisions about instructional assignments and requisite degree qualifications will be made in consultation with the Senior Associate Dean of Academic Affairs (SADAA).

3.3.2. Searches

• 3.3.2.1. Searches for open Teaching Professor positions in the Brooks School will typically be national in scope (with possible exceptions for search waiver-qualifying conditions, including spousal or affirmative action waivers) and include the following steps:
  • 3.3.2.1.1. A search committee that consists of at least three faculty, at least half of whom with an appointment in the Brooks School, will be formed. The membership of the search committee is determined jointly by the Dean of the Brooks School and, if applicable, the relevant Department Chair. That committee will oversee the standard hiring procedures (pool development, finalist selection, interviews, etc.) in coordination with HR and hiring processes of the Brooks School and (if applicable) department.
  • 3.3.2.1.2. All candidates who are selected for on-campus interviews should deliver a teaching/pedagogy talk that is attended by the search committee, relevant faculty, and students from relevant degree programs.
  • 3.3.2.1.3. During the interview process, faculty in the Brooks School (and if relevant, the department) should have full exposure to the candidate, though the teaching/pedagogy talk should be coordinated between the Brooks School and the department such that members of both polities can attend a single teaching/pedagogy talk.
  • 3.3.2.1.4. Following the interview process, the search committee seeks input and feedback from Brooks School faculty and, at their discretion, students who met with the candidate and/or were in attendance at the teaching/pedagogy talk. This feedback is summarized and presented to the faculty with a formal recommendation about which candidate to hire.
  • 3.3.2.1.5. Brooks faculty vote on whether or not to make an offer to the candidate. The voting polity for whether or not to make an offer to a candidate includes all tenured and tenure-track faculty, all Teaching Professors (all ranks), and Professors of Practice (who are only appointed at the rank of full, as per Brooks policies).
  • 3.3.2.1.6. Informed by the search committee recommendation and the results of the faculty vote, the Dean of the Brooks School will decide whether or not to make an offer to the candidate.
  • 3.3.2.1.7. Once terms are agreed upon, the letter of offer will be signed by the Brooks School Dean and the Brooks Senior Associate Dean of Faculty and Research (and, if applicable, the relevant Department Chair).

3.3.3. Processes for Appointments, Reappointments, and Promotions

• 3.3.3.1. Appointments for Existing Benefits-Eligible Lecturers and Senior Lecturers. All benefits-eligible faculty (≥50% FTE in Brooks) who currently hold positions in the Brooks School at the rank of Lecturer will be administratively transferred to the title of Assistant Teaching Professor. All benefits-eligible faculty (≥50% FTE) who currently hold positions in the Brooks School at the rank of Senior Lecturer will be administratively transferred to the title of Associate Teaching Professor.
• 3.3.3.2. Appointments for Newly Hired Teaching Professors. As noted above, searches for open Teaching Professor positions in the Brooks School will be national in scope and include a dossier-based review process. Applications for Teaching Professor positions at any rank should include a minimum of the following: (1) a letter of interest briefly summarizing background, qualifications, and interest in position; (2) CV; (3) teaching statement outlining their teaching goals and your experiences; (4) teaching evaluations (if available); and (5) names and contact information for three references.
  • 3.3.3.2.1. Requirements for new appointment with the title of Assistant Teaching Professor will include promise or evidence of high-quality teaching.
  • 3.3.3.2.2. Requirements for a new appointment with the title of Associate Teaching Professor will include the equivalent of at least six years of full-time teaching experience at undergraduate or professional graduate levels, evidence of sustained, high-quality teaching and student mentoring, evidence of pedagogical innovation and curriculum development, and promise or evidence of leadership skills or potential.
  • 3.3.3.2.3. Requirements for a new appointment with the title of (Full) Teaching Professor will include the equivalent of at least twelve years of full-time teaching experience at undergraduate or professional graduate levels, a reputation of excellence for pedagogical innovation and curriculum development, evidence of sustained, high-quality teaching and student mentoring, and leadership experience (in program administration or other administrative roles).
• 3.3.3.3. The Senior Associate Dean of Faculty and Research (SADFR) will launch a dossier review in the final year of the Teaching Professor term of appointment. The dossier should be completed at least 3 months prior to the individual’s termination date. The SADFR will then submit a letter/communication to the Dean endorsing or rejecting the reappointment. If the recommendation is approved by the Dean, the Assistant Dean of Human Resources will be notified and action to establish a terminal appointment (if warranted) or reappointment will be taken.
  • 3.3.3.3.1. Reappointment dossiers will include a current CV; personal statement of teaching, mentoring, engagement, and/or administrative accomplishments and future goals and plans, including their relevance to the mission of the  program and School; reappointment recommendation(s) from the director(s) of any relevant unit program (if applicable); the length of the reappointment; results of student course and student mentoring evaluations for the term of the current appointment; and copies of annual performance reviews (if available).
• 3.3.3.4. Promotions from Assistant to Associate Teaching Professor. Consistent with the guidelines for promotion noted above, requirements for promotion with the title of Associate Teaching Professor will include the equivalent of at least six years of full-time teaching experience at undergraduate or professional graduate levels, evidence of sustained, high-quality teaching and student mentoring, evidence of pedagogical innovation and curriculum development, and promise or evidence of leadership skills or potential.
  • 3.3.3.4.1. In discussion with the Dean, SADAA and/or the SADFR, an individual seeking promotion from Assistant to Associate Teaching Professor may initiate the request for promotion based on the quality of performance and increased responsibilities commensurate with the guidelines described above. If the candidate or program director decides to pursue promotion, they submit to the SADFR requesting consideration for promotion.
  • 3.3.3.4.2. Once agreed upon by the Dean’s office, the candidate will prepare a promotion dossier that must include (1) a current CV, (2) a personal statement of teaching, mentoring, and (if applicable) administrative accomplishments and future goals and plans, including their relevance to the mission of the program and School; (3) letters of evaluation from two faculty or program directors with whom the candidate has worked; (4) results of student course and student mentoring evaluations for at least the last three years; (5) evaluations from teaching assistants with whom the lecturer has worked or whom the lecturer has supervised (if available); (6) letters from current and former students; and (7) copies of annual performance reviews (if available).
  • 3.3.3.4.3. When the file is complete, the documentation is presented to a committee comprised of at least three tenured Professors, Professors of Practice, and/or Associate or Full Teaching Professors from the Brooks School. The committee is responsible for making a recommendation, in the form of a formal letter, on the suitability of the candidate for promotion to the rank of Associate Teaching Professor.
  • 3.3.3.4.4. Eligible Brooks faculty vote on whether to support promotion. The voting polity for this decision is all tenure-line Associate or (Full) Professors, all Associate or (Full) Teaching Professors, and Professors of Practice.
  • 3.3.3.4.5. Informed by the recommendation of the review committee and the faculty vote, the Dean of the Brooks School will decide whether or not to promote the candidate to the rank of Associate Teaching Professor.
• 3.3.3.5. Promotions from Associate to Full Teaching Professor. Consistent with the guidelines for promotion noted above, requirements for promotion with the title of (Full) Teaching Professor will include will include the equivalent of at least twelve years of full-time teaching experience at undergraduate or professional graduate levels, a reputation for excellence in pedagogical innovation and curriculum development, evidence of sustained, high-quality teaching and student mentoring, and leadership experience (in program administration or other administrative roles).
  • 3.3.3.5.1. In discussion with the Dean, SADAA and/or the SADFR, an individual seeking promotion from Associate to Full Teaching Professor may initiate the request for promotion based on the quality of performance, leadership experience, and reputation commensurate with the guidelines described above. If the candidate or program director decides to pursue promotion, they submit to the SADFR requesting consideration for promotion.
  • 3.3.3.5.2. Once agreed upon by the Dean’s office, the candidate will prepare a promotion dossier that must include (1) a current CV, (2) a personal statement of teaching, mentoring, and (if applicable) administrative accomplishments and future goals and plans, including their relevance to the mission of the program and School; (3) letters of evaluation from two faculty or program directors with whom the candidate has worked; (4) results of student course and student mentoring evaluations for at least the last three years; (5) evaluations from teaching assistants with whom the lecturer has worked or whom the lecturer has supervised (if available); (6) letters from current and former students; (7) copies of annual performance reviews (if available). In addition, the SADFR will also solicit recommendations from the Brooks faculty and the candidate for names of potential external (to Brooks) letter writers that can comment on the candidate’s reputation for excellence in pedagogical innovation and curriculum development. The SADFR will solicit these letters and must receive at least two letters for the dossier to be complete. These letters may come from writers that are internal to Cornell but external to the Brooks School.
  • 3.3.3.5.3. When the file is complete, the documentation is presented to a committee comprised of at least three tenured faculty, Professors of Practice, and/or Associate or Full Teaching Professors from the Brooks School. The committee is responsible for making a recommendation, in the form of a formal letter, on the suitability of the candidate for promotion to the rank of Teaching Professor.
  • 3.3.3.5.4. Brooks faculty vote on whether to support promotion. The voting polity for this decision is all tenure-line (Full) Professors, all (Full) Teaching Professors, and Professors of Practice.
  • 3.3.3.5.5. Informed by the recommendation of the review committee and SADFR, the Dean of the Brooks School will decide whether or not to promote the candidate to the rank of Teaching Professor.

3.3.4. Grievance Procedures

• 3.3.4.1. Teaching professors at all ranks have rights to seek, through formal grievance procedures, redress of decisions made or actions taken which they consider unfair or an impediment to the execution of their responsibilities. The relevant procedures are described in the policies and procedures manual section on Faculty Grievance Procedures. All final decisions with regard to RTE appointments belong to the Brooks School Dean. There is no appeal to the Provost.

3.3.5. Appointment Lengths

• 3.3.5.1. According to the Enabling Legislation, Teaching Professor appointments may be up to five years in length. In the Brooks School, the length of appointment for a newly hired Assistant or Associate Teaching Professor will be up to three years. Assistant Teaching Professors who are reappointed after a three-year term will typically be appointed to a second three-year term. Associate and Full Teaching Professors who are successfully promoted into these titles will have a typical length of appointment of five years.

3.3.6. Support for Professional Development

• 3.3.6.1. All Assistant Teaching Professors will be assigned a faculty mentor, drawn from the pool of faculty at one of the following titles: Associate Teaching Professor, (Full) Teaching Professor, Associate Professor, (Full) Professor, or Professor of Practice. Teaching Professors at all ranks are also encouraged to pursue professional development opportunities through pedagogically or scholarly-oriented conferences and leadership trainings. There is no sabbatical program for faculty holding Teaching Professor titles at any rank. Externally funded scholarly leaves for professional development purposes will be considered on a case-by-case basis.

3.4.1. Scope

• 3.4.1.1. As noted in the enabling legislation, the Teaching Professor titles may not be used to replicate the combined teaching and research responsibilities of the tenure track faculty. Accordingly, job duties of a Teaching Professor appointment will not require conducting research, publishing its results, or mentoring PhD students. Teaching Professors may choose to participate in such activities, especially when related to pedagogy, and should stay current with research in their area to best incorporate it into their teaching. Nevertheless, research activity will not be required for appointment, reappointment, or promotion within the Teaching Professor track in Brooks.
• 3.4.1.2. Faculty with Teaching Professor titles may choose to engage in research activities with students (e.g., working with undergraduates on a research project related to their area of expertise), and teaching faculty that are on 9-month appointments may support research with grants through summer salary. In most cases, however, student-engaged research mentorship activities will not count as one of the six courses that constitute a full courseload for Teaching Professors unless approved by the SADAA and Dean.

3.4.2. Numbers

• 3.4.2.1. The total number of benefits-eligible (≥50% FTE), RTE Faculty with university voting rights in the Brooks School (Teaching Professors + Professors of Practice + any other RTE faculty with university voting rights) will not exceed 35% of the total number of tenured or tenure-track faculty + benefits-eligible RTE faculty* with university voting rights and appointments in the Brooks School. As of February 10, 2024, the Brooks School has 65 faculty* who have teaching in their portfolio – 53 tenured and tenure-track faculty, 11 benefits-eligible Lecturers or Senior Lecturers, 2 benefits-eligible Professors of Practice. We also have 1 Senior Research Associate with university voting rights. We have no Research Professors or Clinical Professors and have no plans to adopt the Clinical Professor title. As such, if all 11 Lecturers and Senior Lecturers in the Brooks School transition to Teaching Professor titles as proposed, our current allocation of Teaching Professorial titles would be 16.7% of our total faculty count, and the proportion of all benefits-eligible RTE faculty with voting rights (Teaching Professors + Professors of Practice + all other voting eligible RTE faculty) would be at 21.2% of our total faculty count.
• 3.4.2.2. *This count does not include a larger set of Lecturers or Senior Lecturers who teach 1-2 courses on a part-time basis and are not in long-term positions; the number of these short-term faculty vary by substantially by semester but can number up to 30 per term, largely teaching in our MPA and MHA programs. These faculty will not be eligible for transition to the Teaching Professor title; if we were to include them in the denominator of our calculations as faculty who have teaching in their portfolio, movement of all benefits-eligible Lectures and Senior Lecturers to Teaching Professor Titles as proposed (the same 11 individuals) would put our current percentage at 11.6% for TPs, 13.7% for TPs + PofPs, and 45.3% for TPs + PofPs + (part-time) Ls/SLs.

3.5.1. Teaching Professors of all ranks will have University Voting Rights. Teaching Professors at any rank will have rights to vote on hiring of Teaching Professors at any rank. Associate Teaching Professors will have the right to vote on promotions from Assistant Teaching Professor to Associate Teaching Professors, and on appointment at the rank of Associate Teaching Professor. (Full) Teaching Professors will have the additional right to vote on appointments or reappointments to the ranks of (Full) Teaching Professor and Professor of Practice in the School. In addition, Teaching Professors at any rank will have voting rights on curricular matters (e.g., approval of new degree programs) in the Brooks School. The initiation of Teaching Professor titles in the Brooks School does not change existing Brooks guidelines that have been established about eligibility for (a) graduate field membership or (b) thesis advising/mentorship.

3.6.1. The use of the Teaching Professor title is not intended to have any impact on the number of tenure-track faculty or Professors of Practice in the Brooks School. All benefits-eligible faculty (≥50% FTE) who currently hold positions in the Brooks School at the rank of Lecturer will be administratively transferred to the title of Assistant Teaching Professor. All benefits-eligible faculty (≥50% FTE) who currently hold positions in the Brooks School at the rank of Senior Lecturer will be administratively transferred to the title of Associate Teaching Professor. Both of these administrative changes will occur within three months of Faculty Senate approval of the Brooks School’s use of the title.

3.6.2. The Brooks School will continue to use the Lecturer title for part-time and short-term faculty who are not eligible for the Teaching Professor titles as per the aforementioned terms of appointment. We will discontinue use of the Senior Lecturer title, since we do not plan to use this title for part-time or short-term faculty appointments.

3.6.3. External hiring into the Teaching Professor track will not begin until we have completed the process of transferring current benefits-eligible Lecturers and Senior Lecturers into Teaching Professor titles, though we reserve the right to transfer the title of any benefits-eligible Lecturers or Senior Lecturers who may be hired during the current academic year.

3.7.1.For purposes of voting on the Brooks School’s Teaching Professor proposal, “RTE Teaching Faculty” are defined as all benefits-eligible (>50% FTE) Brooks faculty who have appointments of any rank on the Lecturer or Professor of Practice tracks. (The Brooks School does not use the Clinical Professor title). These RTE Teaching Faculty are a voting constituency noted below.