Math Department Statement on Scholarship

As a liberal arts college affiliated with the Lutheran Church (ELCA), our primary focus is establishing an active environment for undergraduate learning. As part of this tradition, we believe that scholarly activity, broadly defined, is an important component of providing a creative environment that encourages openness to new ideas. Ongoing scholarly activity influences how we teach and can suggest new directions for our curriculum as well as innovative ways of approaching current content. As such, the Mathematics Department believes the most important scholarly activity is that which enhances the undergraduate mathematics experience at Luther College.

To achieve this goal, the Luther Mathematics Department understands that scholarly activity can take many forms other than traditional sources such as publication of an article in a mathematics (or related) journal, publication of a textbook, or presentation of a paper or poster at a regional or national meeting. We recognize that student-faculty collaborative research directly enhances the undergraduate mathematics experience, and projects leading to student presentations are valued on a level equal to that of the above listed traditional sources. In addition, evidence of scholarly activity includes, but is not limited to, course development and revision, journal refereeing, book reviewing, presentation of campus-wide lectures, consulting, seminar presentations, attending conferences or workshops, and completing coursework.

Department members seeking tenure or promotion should exhibit evidence of scholarly activity having the greater mathematical community as an audience. This should be meshed with the primary expectation of excellence in teaching and scholarly collaboration with undergraduates.

  • In the absence of a doctoral degree, promotion to Assistant Professor, requires an earned Master’s degree in mathematics, statistics or a related field plus educational and/or professional credentials; the latter can be satisfied by at least 7 years of cumulative FTE of College teaching in the area of mathematics or statistics. In this case, evidence of scholarly activity by the candidate can take the traditional forms of a presentation at a regional (math) conference, a presentation by student collaborator(s), a publication in mathematics or a related subject. However, scholarly activity can also be satisfied in a broader sense as anything that impacts or connects to the teaching of mathematics, such as presentations to an audience outside of the college (preferably, but not necessarily, the wider mathematical community) related to teaching and/or academic excellence.
  • By the time of the third year review, a candidate should have determined the probable direction of further scholarly activity. Additionally, the candidate will usually have followed her or his doctoral work by submitting an article for publication or giving a presentation at a conference that continues the work of the dissertation.
  • For tenure and promotion to Associate Professor, evidence of scholarly activity is expected in such forms as a presentation at a regional conference, a presentation by student collaborator(s), or a publication in a peer-reviewed journal in mathematics or a related subject.
  • For promotion to Full Professor, the candidate should have additional evidence of scholarly work accepted by the greater mathematical community. Examples include, but are not limited to: publication of an article in a peer-reviewed journal, presentation at a professional mathematical organization's conference, presentation of student-faculty collaborative research, or publication of a peer-reviewed book. The expectation is for an overall pattern of ongoing scholarship with various possible forms, not just attaining isolated benchmarks.

(Revised in 2020)