Abstract
This report analyzes the procedures and principles outlined in the “Guidelines for Evaluating Teacher/Artists for Promotion and Tenure,” focusing specifically on the documentation and evaluation of on-campus creative activity. It argues that effective evaluation depends on contextual factors such as institutional mission, departmental size, faculty roles, and degree programs, which collectively determine the expectations for artistic work. The essay proposes a structured, multi-level evaluation process that includes input from chairs, peers, and external experts to ensure fairness, accountability, and professional validation. Emphasizing both process and product, it provides detailed examples of how chairs might engage in formative assessment by observing artistic planning, attending performances, and recording evaluations with faculty feedback. Peer and external evaluations are framed as essential checks that enhance credibility and comparability across institutions. The essay concludes that documenting creative activity through transparent, systematic procedures is necessary to substantiate promotion and tenure decisions and to affirm the legitimacy of artistic scholarship within higher education.
Recommended Citation
Whitmare, Jon
(1986)
"Documenting On-Campus Creative Activity,"
Association for Communication Administration Bulletin: Vol. 57, Article 10.
Available at:
https://stars.library.ucf.edu/aca/vol57/iss1/10
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