Guidelines for Promotion to Professor of Teaching



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June 28, 2011.  Please note that these Guidelines including the examples are not meant to be exhaustive or directive.  Comments or 

suggestions regarding these Guidelines may be sent to the Dean or Faculty Relations at 

larkar@exchange.ubc.ca

 



 

Guidelines for Promotion to Professor of Teaching

  

 



Effective July 1, 2011, the rank of Professor of Teaching has been introduced into the teaching 

stream.  This new rank reflects the commitment of the University to provide educational leadership, 

outstanding teaching, and curriculum development, and to recognize and reward it when it happens.  

The rank is new and while the criteria are in place there has been no experience in interpreting and 

applying those criteria.  These guidelines are provided to offer assistance in helping faculty and 

academic units anticipate what is expected of the new rank, both in terms of meeting the criteria and 

understanding the procedures for review for promotion to the rank of Professor of Teaching.  The 

guidelines are suggestive in nature and not intended to be exhaustive or directive.  Evidence 

supporting a promotion will vary, depending on the discipline and the Faculty.  Candidates are 

responsible for presenting their own case and each discipline will have its own specific interpretation 

of the criteria for promotion.  Finally, it is anticipated that the expectations for this new rank will 

evolve and develop as cases come forward and are considered.  

 

 

1. Introduction 



The rank of Professor of Teaching is the highest academic rank for the teaching stream (which 

includes Instructors and Senior Instructors) and it is designed to mirror the position of Full 

Professor, which is the highest academic rank for the research and teaching stream (which includes 

Assistant Professors and Associate Professors).  In both cases, outstanding achievement is required.  

Specifically, appointment at or promotion to the rank of Professor of Teaching requires:  

… evidence of outstanding achievement in teaching and educational leadership, distinction 

in the field of teaching and learning, sustained and innovative contributions to curriculum 

development, course design and other initiatives that advance the University’s ability to excel 

in its teaching and learning mandate.  Initial appointments at this rank are normally tenured 

appointments (Art. 3.05 of the Agreement on Condition of Appointment for Faculty).

1

 

Candidates will also be assessed on their service to the academic profession, the Department, the 



University and the community (Art. 4.01, 4.04).  

The rank signifies a level of excellence that goes beyond the normal requirements of classroom 

teaching to recognize outstanding educational leadership, teaching and curriculum development, as 

                                                           

1

 

www.hr.ubc.ca/faculty-relations/collective-agreements/ 



 


 

 

 



 

June 28, 2011.  Please note that these Guidelines including the examples are not meant to be exhaustive or directive.  Comments or 

suggestions regarding these Guidelines may be sent to the Dean or Faculty Relations at 

larkar@exchange.ubc.ca

 



measured and assessed both within the University and externally through achievement and 

recognition in the broader academic community beyond UBC.  It is focused on outstanding 

accomplishments in teaching and educational innovation, and their impact on student learning.  

Given that the Senior Instructor rank requires excellence in teaching, it follows that promotion to 

Professor of Teaching requires evidence of outstanding achievement in teaching.  The Professor of 

Teaching rank does not require achievement in the scholarship of teaching and learning (which is 

recognized to be a form of research within the domain of the existing research and teaching stream) 

but scholarship of teaching and learning and its application can be used as evidence of educational 

innovation and teaching excellence.  

 

2. Eligibility 

Senior Instructors are eligible for a periodic review for promotion to Professor of Teaching 

beginning in the fifth year of appointment at or promotion to this rank (Art. 9.01(c)

2

).  Candidates 



may request to be reviewed for promotion earlier than five years in the rank of Senior Instructor, 

with the approval of the Head and the Dean. The case will be reviewed on the candidate’s (1) 

achievements in teaching, learning and educational leadership and (2) service to the academic 

profession, the Department, the University and the community.  

 

3. Timeline and Process 

a. Article 5.02 of the Agreement on Condition of Appointment for Faculty requires that the promotion 

review begins with the Head’s meeting with the candidate, no later than June 30

th

 of the academic 



year preceding the year of review.  

b. Candidates must supply the necessary documentation to the Head, no later than September 15

th

 

of the review year.  The documentation will include:  



i. An up to date curriculum vitae in the UBC format  

ii. The dossier of materials demonstrating educational leadership, teaching distinction and 

curriculum development, and service.  For further discussion regarding the dossier, see item 

4 below.  

iii. A list of at least four potential (arm’s length) referees, of which at least two will be asked 

by the unit to provide letters of appraisal regarding the candidate’s accomplishments.  At 

least two of the candidate’s referees should be external to UBC and the remaining should be 

external to their unit.  

 

                                                           



2

 Agreement on the Conditions of Appointment for Faculty 




 

 

 



 

June 28, 2011.  Please note that these Guidelines including the examples are not meant to be exhaustive or directive.  Comments or 

suggestions regarding these Guidelines may be sent to the Dean or Faculty Relations at 

larkar@exchange.ubc.ca

 



c. The Department Head consults with the Department Standing Committee and selects at least two 

referees from the candidate’s list.  Normally, of the four referees, two will be external to the unit and 

two will be external to UBC.  Then the Head solicits the reviewers for the four letters of appraisal.   

d. The case will proceed through the promotion process as set out in Article 5 of the Agreement on 



Conditions of Appointment for Faculty; see also the Guide for Reappointment, Tenure and Promotion 

Procedures at UBC

3

.  


 

4. Candidate’s Dossier  

The candidate should supply a dossier to the Head that demonstrates and profiles their record of 

educational leadership, teaching and curriculum development, and provides evidence of distinction 

(i.e., confirming a record of outstanding achievement) in the field of teaching and learning, as well as 

the service contributions.  Contributions beyond excellent teaching are required for promotion.  The 

dossier must include the following:  

a. An up to date curriculum vitae in the UBC format  

b. A teaching portfolio that provides evidence of outstanding and innovative achievement in 

the field of teaching and learning, including a scholarly statement (e.g., describing the 

theoretical frameworks that inform the candidate’s practice) regarding teaching 

contributions, and evidence of impact.  

 

As part of the dossier, a candidate should include a statement regarding their teaching, educational 



leadership and curriculum development.  Consideration should be given to including materials which 

demonstrate sustained and innovative contributions to curriculum development, course design and 

other initiatives that advance the University’s ability to excel in its teaching and learning mandates.  

Evidence that supports reflective teaching and learning practices, such as creating awareness, 

facilitating discourse, and encouraging collegial and community commitment to teaching and 

learning will be useful.  Also useful will be evidence demonstrating that the candidate is able to work 

individually and collaboratively to enhance teaching and learning within their unit/the University 

and perhaps through larger collaborative initiatives.  Developing relationships with other learning 

units or institutions that foster the exchange and development of information and resources on 

teaching and learning is also recognized as an important activity.  The candidate is expected to have 

advanced scholarly approaches to teaching, learning and curriculum practices.  Evidence of 

recognition/impact beyond the University (nationally and internationally) will be important.  It is 

anticipated that weight will be given to evidence of accomplishment that connects the candidate’s 

work at UBC to academic or professional communities beyond the University.  The use of and 

contribution to scholarship of teaching may also be included in the dossier. 

                                                           

3

 

see: www.hr.ubc.ca/faculty-relations/SAC-Guide-11/12   



 


 

 

 



 

June 28, 2011.  Please note that these Guidelines including the examples are not meant to be exhaustive or directive.  Comments or 

suggestions regarding these Guidelines may be sent to the Dean or Faculty Relations at 

larkar@exchange.ubc.ca

 



At a minimum, the portfolio should include

4

:  


i. 

Educational Leadership 

 



Summary of leadership contributions and their impact 

 



Examples of leadership taken at UBC and elsewhere to advance innovation and 

excellence in teaching  

 

As appropriate, description of leadership positions or roles within the Department, 



University and other institutions and evaluations of those positions  

ii. 

Teaching  

 



Reflective statement regarding the candidate’s teaching accomplishments 

 



Student evaluations of teaching  

 



Peer evaluations of teaching 

iii. 

Curriculum Development and Pedagogical Innovation 

 



Examples of sustained and innovative contributions to curriculum development, course 

design pedagogy and other initiatives that advance the University’s ability to excel in its 

teaching and learning mandates 

iv. 

Service  

 



Service to the academic profession, the Department, the University and the community.  

 

To support a case for promotion, the candidate may also include in the portfolio the following:  



i. 

Educational Leadership  

 



Informal advising time with students, and its evaluation  

 



Teaching, mentorship and inspiration of colleagues 

 



Funding obtained for advising or mentoring  

 



Leadership and significant contributions to the Department/Faculty curriculum and 

learning initiatives and committees 

 

Formal educational leadership responsibility within Department/Program/Faculty and 



its evaluation 

                                                           

4

 

Much of this list has been taken from the Guidelines for Promotion to Professor of Pedagogy, Practice, or 



Performance, developed by Emory University, January 22, 2009, revised May 2010.  

 



 

 

 



 

June 28, 2011.  Please note that these Guidelines including the examples are not meant to be exhaustive or directive.  Comments or 

suggestions regarding these Guidelines may be sent to the Dean or Faculty Relations at 

larkar@exchange.ubc.ca

 



 

UBC Faculty Certificate on Teaching and Learning in Higher Education



;

 SoTL 


Leadership Program, or significant participation in workshops and conferences to 

improve curricula and pedagogical practices  

 

The organization of conferences, symposia and other educational events on teaching and 



learning. 

ii. 

Teaching 

 



Information on new courses, pedagogies, and course content  

 



Development of new and innovative approaches to education  

 



Work on interdisciplinary courses  

 



Mentoring of students, including supervising honors theses, internships, etc.  

 



Participation in the pedagogical training of other faculty and graduate students  

 



Examples of syllabi, lectures or presentations 

 



Evidence of professional development in teaching  

 



Teaching recognition and/or awards received. 

iii. 

Curriculum Development and Pedagogical Innovation 

 



Description and evaluation of new or revised programs or teaching approaches 

(including, but not limited to: majors, minors, internships, lab courses, etc.) 

 

Development of innovative approaches to teaching methodology and curricula(including 



strategic and effective assessment of program-level learning outcomes) 

 



Funding obtained for courses and teaching and learning improvements, for example 

TLEF 


 

Publications such as widely used textbooks, print and electronic publications, book 



chapters,  articles in peer-reviewed journals, book reviews, opinion articles, software, 

training guidelines or manuals  

 

Development of new assessment models 



 

Contributions to the scholarship of teaching and learning and resulting publications 



 

Explanation of the application of the scholarship of teaching and learning in curriculum 



development and/or pedagogy. 

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