We believe it important to identify three foundational points on which the following standards and expectations rest
We continue to think it useful to work around the idea that there are three levels of scholarly engagement:
We continue to feel most comfortable working with what we call a “totality of circumstances” approach. We think the primary goal of scholarship ought to be to make for better, more intellectually rigorous teaching, and can imagine a wide range of combinations of scholarly activity that would satisfy those goals. Nevertheless, we understand which way the prevailing winds are blowing and know that it will be difficult for a candidate to be tenured without at least one or two scholarly publications.
We will make certain that a new member of our department establishes and follows a plan of action so that by the time of the third year review there is a clear pattern of commitment to the scholarly life. Indeed, it will be important for us to know that a new faculty person has some kind of research program, some subject they are fired up about and are pursuing in some organized way. Being able to articulate this in a personal statement will be extremely important, but we also will expect to see evidence of research that has been shared with a larger community in the form of conference presentations or published work.
We will convey to that person that because a true scholar publishes one’s work we will expect to see one or more published pieces by the time of tenure review. In addition, an ongoing pattern of publication in scholarly journals will be a prerequisite to being promoted to professor.
Three members of our department have served on the ATP committee in recent years, leading us to recognize that there are significant differences among disciplines regarding the production of scholarly works. There also are different teaching loads; the size of our department and the desire to offer a wide range of upper level courses means that some members of our department regularly teach seven preparations each year. Moreover, we traditionally have encouraged members of the department to be active participants in the life of the college and to engage in interdisciplinary teaching. We do not offer these as excuses but as reminder to ourselves and the dean that as we make judgments about the quantity of scholarship that we not forget that formal scholarship is just part of what it means to be a good teacher and citizen at Luther College.