Preparing for tenure review is a marathon, not a sprint, and understanding the criteria is the absolute first step. It's fantastic you're being proactive!

Here's a comprehensive guide to help you understand tenure criteria at your specific institution:

1. How to Understand Tenure Criteria at Your Institution

This isn't about general tenure criteria; it's about drilling down into the specifics of your university, your college, and your department.

A. The Official Documents: Your Bible(s)

These are the foundational texts. You absolutely must read and understand them.

• The University Faculty Handbook / P&T Guidelines:


• Where to find it: University HR website, Provost's office website, or search the university's main site for "Faculty Handbook," "Tenure and Promotion," "RTP (Retention, Tenure, Promotion) Guidelines," or similar terms.


• What to look for: This document sets the overarching university-wide standards. It will define the broad categories (e.g., teaching, research, service) and often outline the process of review (who reviews, what documents are needed, appeals process). Pay attention to:


• General expectations: Is it an R1 institution, a teaching-focused university, a liberal arts college? The emphasis will vary significantly.


• Timeline: What are the key deadlines for submitting materials in your review year? What are the probationary periods?


• Criteria definitions: How does the university define "excellence" or "satisfactory" in teaching, research, and service?


• College/School Bylaws & P&T Guidelines:


• Where to find it: Your Dean's office website, or ask your department administrator.


• What to look for: These documents refine the university-level criteria for your specific college or school. They often interpret the university guidelines in the context of your disciplinary group (e.g., sciences, humanities, business, arts). They might specify:


• Publication venues: Are peer-reviewed journal articles the primary output, or are books, creative works, or patents given equal weight?


• Grant expectations: Are external grants required, or highly valued? What level (e.g., federal, foundation)?


• Teaching load/evaluation: Are there specific college-level teaching effectiveness metrics?


• Department Bylaws & P&T Guidelines:


• Where to find it: Your Department Chair, Department Administrator, or department website. This is often the most critical document for you.


• What to look for: This is where the rubber meets the road. Your department's document translates the college and university expectations into your specific discipline. It will provide the most detailed and specific criteria for your field. Pay excruciatingly close attention to:


• Specific quantity and quality expectations for research/scholarship:


• How many peer-reviewed articles are expected? In what tier of journals?


• Are books, book chapters, conference proceedings, or creative works counted? How are they weighted?


• Is grant funding essential? How much, and from what sources?


• What's the expectation for conference presentations? Invited talks?


• How is "impact" measured (citations, policy influence, public engagement)?


• Teaching effectiveness standards:


• What are the expectations for student course evaluations (SCEs)? What scores are considered excellent, good, or concerning?


• How many peer teaching observations are required? Who conducts them?


• Is curriculum development, new course creation, or mentoring students highly valued?


• Service expectations:


• What level of departmental, college, and university committee service is expected?


• Is professional service (e.g., journal reviewing, professional organization roles) counted? How is it valued?


• Is community service or outreach relevant?


• "Fit" and "Collegiality": While harder to quantify, some documents may allude to contributions to a positive departmental culture.

B. The Human Resources: Talk to People!

Documents are static; people provide context, nuance, and current interpretations.

• Your Department Chair:


• Action: Schedule a dedicated meeting to discuss tenure criteria. Bring your questions and copies of the documents you've read.


• What to ask:


• "Based on the departmental guidelines, what are the most critical areas I need to excel in for tenure at our institution/department?"


• "Can you help me understand the unwritten expectations or norms that aren't explicitly detailed in the documents?" (This is HUGE.)


• "Can you share examples (even anonymous ones) of successful and unsuccessful tenure cases in our department, and what made the difference?"


• "How often should we meet to discuss my progress?"


• "What do external letter writers look for, and how are they chosen?"


• Your Mentor(s) (Official & Unofficial):


• Action: If you have an assigned mentor, meet with them regularly. If not, identify senior faculty in your department or related fields whom you trust.


• What to ask:


• "What was your own tenure experience like here?"


• "Are there any pitfalls I should avoid?"


• "How do I balance the different demands of research, teaching, and service without burning out?"


• "Can you review my CV/statement of teaching/research and give me feedback against the tenure criteria?"


• Recently Tenured Faculty in Your Department:


• Action: Take them to coffee/lunch. They've just been through it!


• What to ask:


• "What surprised you about the tenure process?"


• "What advice would you give your younger self about preparing for tenure?"


• "How did you interpret specific departmental criteria in your own case?"


• "Can I see your tenure file (redacted for privacy, of course)?" (This is invaluable for understanding how materials are organized and presented.)


• Members of the Department/College P&T Committee (Past or Present, if appropriate):


• Action: If you have an opportunity to speak with a current or past committee member (perhaps at a general faculty meeting or an informal mentorship event), ask general questions about the process and evaluation principles. Avoid asking about your specific case.


• What to ask (generally): "What are the common strengths you see in successful tenure files?" "What are common areas where candidates fall short?"


• Your Dean's Office / Associate Dean for Faculty Affairs:


• Action: They often hold workshops or have resources.


• What to ask: They can clarify college-level expectations and the overall university process, especially regarding interdisciplinary work or unique circumstances.

C. Evidence & Examples: Learn from Success (and Failure)

• Annual Review Letters:


• Action: Keep every annual review letter you receive from your Chair and Dean.


• What to look for: These letters should explicitly address your progress towards tenure. They often highlight strengths, point out areas for improvement, and tell you if you are "on track." If they don't, ask for clarification. These letters are often part of your final tenure file.


• Successful Tenure Files (Redacted):


• Action: Ask your Chair if you can review redacted versions of successful tenure files from your department or a similar department within your college.


• What to look for: This is gold. It shows you:


• **The standard of work:** What does "tenurable" research/teaching/service actually look like in practice?


• How to present your materials: How are CVs structured? What do research statements, teaching philosophies, and service narratives emphasize?


• The volume of work: How much work did successful candidates produce in their probationary period?

Your Action Plan:

• Gather all official documents: University, College, Department.


• Read them meticulously: Highlight key phrases, make notes, identify ambiguities.


• Draft a list of questions: Based on your reading.


• Schedule meetings: With your Chair, mentor(s), recently tenured colleagues.


• Review your annual letters: Understand where you stand.


• Seek out successful tenure files: To see concrete examples.


• Create your own tracking document: List each criteria (e.g., 5 peer-reviewed articles in top-tier journals) and track your progress against it.