Faculty members are expected to develop a roster of 4 to 5 lecture and seminar courses that they teach regularly, subject to curricular needs. All faculty members are expected to actively mentor research students at the graduate and/or undergraduate level. Given that the typical length of time for a PhD student to graduate is about five to six years, it is not expected that a junior faculty member’s PhD students will have graduated by the time the junior faculty member’s case for tenure and promotion is evaluated; however, participation on doctoral exam committees is expected. Candidates for promotion to Professor should be able to demonstrate supervision and mentoring of doctoral candidates, preferably as primary advisor.

A diverse, inclusive, and accessible learning environment enriches the fabric of our community, supports the global expansion of departmental course offerings, and informs the continuous enhancement of pedagogies. Faculty members should remain vigilant in identifying barriers that may impede student achievement and work proactively to seek solutions. Central to our mission as a department is the expectation that faculty foster a respectful and inclusive learning environment that supports all students’ identities and backgrounds, including those of race, ethnicity, nationality, ability, class, culture, religious affiliation, gender, language capacity, and sexual orientation.

A peer-reviewed, single-authored scholarly book from a respected academic or commercial press remains the most significant achievement. Tenure and promotion require such a book; promotion to Professor requires the publication of a second single- authored scholarly book published by a respected academic or commercial press.  In some cases, a substantial museum exhibition catalogue meets the criterion of the scholarly book, as per the guidelines outlined by the College Art Association for tenure and promotion (http://www.collegeart.org/guidelines/tenure). In the field of the History of Art and Architecture, citations and reviews of scholarship often do not appear until years after a book or article is published. Immediate impact can be difficult to gauge and, therefore, the number of citations and reviews are not often reliable indicators of a book’s impact. In addition to the impact measurements noted in the CAS Faculty Expectations document, the department regards external evaluation letters and the judgment of History of Art and Architecture colleagues, particularly specialists in the field, as important indicators of scholarly quality and impact.

Candidates for tenure and promotion to Associate Professor should include in their files evidence of progress toward a second book project; candidates for promotion to Professor should include in their files evidence of progress toward a third substantial project. Preferred evidence includes peer-reviewed articles, essays, and chapters (published or forthcoming). Scholarly presentations, works under review, manuscripts, exhibition, and book and fellowship proposals can also be considered.

The peer-review process at scholarly journals is sometimes more systematic than in edited collections and museum exhibition catalogues. However, essays and chapters in edited scholarly volumes and exhibition catalogues are often peer-reviewed by the editor(s) of the volume and/or by manuscript evaluators.

Essays and chapters in edited volumes and exhibition catalogues, as well as the edited volumes and exhibition catalogues themselves, can have significant scholarly impact. The department regards external evaluation letters and the judgment of History of Art and Architecture colleagues, particularly specialists in the field, as important indicators of the scholarly quality and impact of essays, chapters, edited volumes, and exhibition catalogues.

External funding (fellowships, grants, etc.) is seen as a very positive addition to a candidate’s dossier, but given the lack of resources in the humanities, the department does not expect tenure and promotion candidates to receive such funding.

Scholarly efforts to address historical and contemporary instances of prejudice and bias, notably those rooted in race, religion, disability, and gender, are regarded as a positive step in the expansion of the boundaries of our discipline.

In the pre-tenure years, service within the department and service to the profession is expected, but it should not be overly time consuming. Within the department, junior faculty members are expected to perform routine academic advising of HAA majors and to serve on one or more department-level committees (e.g., graduate admissions committee, faculty search committee, etc.). Junior faculty members may also be called on occasionally to serve on the CAS Humanities Curriculum Committee or the CAS Academic Policy Committee. Outside the University, junior faculty members are expected to provide routine service to the profession by, for example, writing peer reviews of journal articles. In addition, junior faculty members are encouraged to provide service to the profession, but such service should be occasional, not routine.

Senior faculty members are expected to engage in more substantial service roles than their junior colleagues. In addition to academic advising of HAA majors and serving on department-level committees, senior faculty members are expected to serve on college- level and university-level committees (e.g., promotion and tenure committees, curriculum development committees). Senior faculty members are also expected to provide service to the profession through membership on professional committees, service on boards of professional societies, and peer-review of journal articles and fellowship and grant proposals. In some of these service roles, senior faculty members are expected to serve as chairs or other officers of the committees, boards, and panels.

Throughout their service to the University, the faculty are expected to advance the principles of diversity, inclusion, and accessibility. This includes but is not limited to graduate admissions, student retention, faculty and staff hiring, and all forms of service that enrich CAS academic programs. Our department recognizes activities within the department, to the University, to the profession, and to communities beyond academia focused on issues of diversity, inclusion, and access as substantive service.