Africana Studies Guidelines

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The Africana Studies Department strives to hire only those candidates for tenure track positions it deems fully capable of meeting or exceeding all expectations for tenure and promotion. In order to facilitate these achievements, the department chair has annual conversations with tenure track faculty as part of the annual review process to review each candidate’s progress towards meeting the guidelines below. 

In the case of associate professors, annual conversations concerning progress toward promotion will also be with the department chair, or for those with an ad-hoc promotion committee, the chair of the ad-hoc committee, provided the chair is a full professor. If the chair is not a full professor, these conversations will be with another member of the department who is a full professor. The annual review will document senior members’ perspectives on progress with respect to promotion.

Teaching

The Africana Studies Department expects that instructors will take up the field's central questions and debates in multiple contexts and by means of multiple methodologies. In keeping with this goal, the department’s course offerings range from those that extensively and transdisciplinarily focus on issues of social, structural, and institutional hierarchy as they pertain to race and a host of other dimensions of identity to those that explore, explicate, exemplify, and celebrate the critical and creative insights and achievements of African and African Diasporic peoples and cultures.  Accordingly, the department embraces intellectual and pedagogical pluralism and encourages instructors to develop and offer a wide array of courses that critically and creatively engage the field of Africana Studies broadly construed.

Additionally, the department expects that each candidate for reappointment, tenure, or promotion will demonstrate teaching effectiveness and excellence in several ways. The department takes a holistic approach to evaluating teaching. We are careful to consider a variety of sources and contexts; and we are also keenly aware that all forms of evidence are subject to possible biases. We also recognize that effective pedagogical practices come in many forms and that different instructors will employ or emphasize different practices depending on course content, level, or instructor strengths and interests. 

The department expects that all effective teachers will demonstrate the following pedagogical practices:

1. Communicates expectations clearly. Expectations may be communicated through organized and clear syllabi that outline the instructor’s expectations of students as well as thoughtfully crafted assignments and activities. Evidence may include syllabi, sample assignments, peer observations, select/random student letters, and student evaluations of teaching.
2. Delivers feedback to students as appropriate. Evidence may include select/random student letters and student evaluations of teaching, annual reports and personal statements, and sample responses to student work.
3. Challenges students intellectually. Evidence may include sample syllabi, including the instructor’s choices of readings and other materials; assignments or activities that encourage students to develop their capacities for critical analysis; assignments or activities that provide students with an opportunity to discursively and or creatively demonstrate their understanding or express their ideas; classroom observations; annual reports and personal statements; and select/random student letters and student evaluations of teaching.
4. Communicates content effectively, in and out of class. Effective classroom instruction may include clear lectures, well-designed activities, or leading or managing productive conversations.  Effective communication outside of class may include emails, additional readings, or conversations in office hours. Evidence may include course materials (e.g., handouts); peer observation; or select/random student letters and student evaluations of teaching.
5. Practices inclusive and equitable pedagogy. Africana Studies faculty are expected to have inclusive engagement from all students and to create and conduct a productive and positive learning environment. Evidence may include classroom observations, select/random student letters and student evaluations of teaching, and annual reports and personal statements.
6. Involves reflective and ongoing growth. Africana Studies faculty should also grow as teachers through experimentation with new pedagogical approaches, development of new assignments or activities, design of new courses, or revisions of existing courses. Evidence may include annual reports and personal statements, course syllabi or materials, or peer observations. Additional evidence may come from participation in faculty development activities such as attending teaching workshops or participating in voluntary formative peer review.

According to the Faculty Handbook, “All voting department colleagues should be in a position both to assess from first-hand knowledge the classroom effectiveness of the instructor and to evaluate the instructor’s knowledge and mastery of the discipline” (VI.F.1).  Such first-hand knowledge will come from classroom observations, policies for which are below, and conversations either about those visits or other conversations about teaching and learning. Every member of the department voting on reappointment, tenure, or promotion will normally have first-hand knowledge of a candidate’s teaching through classroom observation. Instructors may request additional classroom observations from senior faculty at any time by communicating with the chair. 

We aim to build a culture of collegial conversation around teaching. All instructors should feel free to reach out to any ongoing members of the department for advice or support or to visit their classes.

The department’s expectations for teaching effectiveness and practices described above apply to all Africana Studies instructors.

Candidates for Reappointment

Candidates for reappointment will show evidence of developing the pedagogical practices described above. Candidates for reappointment will also participate in the classroom visitation process as described below and should expect a classroom observation in each class each term. 

In their first years in the department, instructors will typically develop one or two 100-level classes and one or two 400-level seminars, along with other courses consistent with their interests and strengths. 

Candidates for Tenure and Promotion to Associate Professor

Candidates for tenure will regularly demonstrate the pedagogical practices described above. Candidates for tenure will also participate in the classroom visitation process as described below and should expect a classroom observation in each class each term. 

Candidates who stand for tenure typically have taught and refined one or two 100-level classes and one or two 400-level seminars, along with other courses consistent with their interests and strengths. 

Candidates for Promotion to Professor

Candidates for promotion to Professor will have demonstrated excellence in the pedagogical practices described above as well as further growth as teachers, possibly including refinements or revisions of courses in light of specific feedback or other professional development, or new emphases in course offerings, contents, or pedagogies.  Candidates for promotion to Professor must participate in the classroom visitation process so as to allow those who are voting on the promotion to have firsthand knowledge the classroom effectiveness of the instructor.

Scholarship

The department expects its faculty to evince ongoing and productive engagement within some area of the discipline. Evidence can come in a variety of forms and will be evaluated on a case-by-case basis. However, the most significant forms of evidence generally include books, peer-reviewed journal articles, book chapters, conference papers, publicly engaged projects or exhibitions, research grants, and any other pertinent forms of scholarship.

In addition, but generally to a lesser extent, the department also considers the following as evidence of ongoing and productive scholarly engagement: invited talks, conference participation, paper submissions under review, non-peer reviewed publications, papers circulating among colleagues for review, book reviews, encyclopedia entries, and any other pertinent forms of scholarship.

At the time of review for reappointment, a candidate should have at least one clearly articulated program of scholarly engagement, including at least one peer-reviewed discursive or creative work and any other project presentations or forms of dissemination that have demonstrable disciplinary, interdisciplinary or transdisciplinary significance.

At the time of review for tenure, a candidate’s scholarship should be progressing and include several peer-reviewed discursive or creative works and any other project presentations or forms of dissemination that have demonstrable disciplinary, interdisciplinary or transdisciplinary significance.

At the time of review for promotion to Professor, a candidate’s scholarship should be ongoing, and should be recognized by others in the discipline as noteworthy. The candidate should also demonstrate a clear broadening or deepening of their research agenda beyond the work presented for tenure, including the development of new lines of inquiry.

Service

In addition to the guidelines set forth regarding teaching and scholarship, the department also expects its faculty to demonstrate a record of service. Such service can take various forms. Service to the profession can include editing professional journals or newsletters, serving as external reviewers for Africana Studies departments, serving on boards of national or international Africana Studies or Africana Studies related associations, organizing conferences, or refereeing papers for journals or conferences. Intellectual service to the department and the College can include organizing panels, speakers, performances, exhibitions, conference programs, or social engagement activities. Service to the College can also include serving on committees, participating in campus organizations, or advising student organizations.  The department also recognizes service that extends beyond the campus in terms of regional and national activities that draw on or improve the instructor’s professional competence and that benefit the College.

Candidates for reappointment typically perform expected advising duties, supervise senior projects, attend department meetings, and contribute to department initiatives. Reappointment candidates may also serve on minor College committees and contribute to the College community. Service to the community can include work with student groups on campus, including minority student groups (e.g., Black and Latinx Student Union).

Candidates for promotion to Professor typically have an established record of service reflective of all of the above as well as significant participation in faculty governance or engagement with the College community exemplified by serving as department chair, or on one major or two minor committees, or in other leadership roles.

Classroom Observation Policies

Classroom visits are typically done in person for one class meeting, but other options are acceptable if the visitor and instructor being observed agree. These other options include using Zoom or video recording and visiting for a full week of classes (two or three meetings) or at different points in the semester. Faculty may request classroom recordings for their own use or to review with other members of the faculty. The chair should remind junior faculty at the beginning of the year of these options. 

All Africana Studies instructors should be aware of the department’s expectations for teaching effectiveness as described above. The department encourages and is eager to support faculty in developing their own range of teaching excellences that reflect their evolving interests, style, expertise, and aspirations. We aim to read instructors’ classroom dynamic as they intend it to be read.

In the policy that follows, ‘visitor’ refers to the observing faculty member, typically a senior member of the department, and ‘instructor being observed’ refers to the instructor, at whatever level, being observed.

General Policies Regarding Classroom Visits

1. At least one week prior to a classroom visit, the visitor will:

1. ask the instructor being observed for the syllabus and any other relevant materials to prepare; 

2. have a conversation with the instructor to be observed in which the context for the class to be observed (material to be covered, goals for the session, and any other relevant information) and the expectations for the visit (including whether it will be for one class or several) are discussed; and 

3. write up a brief summary of this conversation to be included in their written report of the visit.

2. In the day or two before the visit, the visitor will confirm the visit and solicit any relevant information about the class meeting.

3. At an early opportunity after the visit, and before writing their report, the visitor should discuss the class with the instructor being observed.

4. Within two weeks of the last visited class session, the visitor should provide a written report of their visit to the instructor being observed and to the chair for the departmental file. The report should include both evaluation and concrete suggestions for improvement. The report should also provide feedback on course materials, including the syllabus. For instructors who will come up for reappointment, tenure, or promotion, the report should include suggestions for meeting the department’s guidelines. 

5. Optional: The observed instructor may append a written response to the observation report to be kept together with it. 

6. Observation reports may be used in preparing annual review letters and reappointment or tenure letters, but will not be directly included with materials submitted to the COA and Dean for reappointment or tenure files.

Tenure-Track Faculty 

Every course taught by each tenure-track member each year will be visited by a tenured member of the department. Within the first two weeks of the semester, the chair will coordinate class visits with tenure-track instructors and tenured members of the department, balancing:
 

• the preferences of the instructor to be observed;
• the availability of senior faculty to visit; and 
• the Faculty Handbook expectation that all voting department colleagues should be in a position to assess instructors’ classroom effectiveness.

Once visitors have been assigned, the visitor and the instructor to be observed will coordinate on the best timing for visits. The visitor will contact the faculty member to be observed to schedule the visit. The General Policies above will then guide the visit and report.

As part of the annual review process, chairs should discuss the substance of the year’s observations with the observed instructor, including possible ways to improve their teaching. 

Associate Professors

Classroom observations of tenured faculty are typically not required by the department, except if they are needed to meet the Faculty Handbook expectation that all voting colleagues should be in a position to assess instructors’ classroom effectiveness. Instructors who are candidates for promotion to Professor may ask the chair to arrange classroom visits, especially if they are teaching new classes or wish to have further feedback. As is the case with tenure-track faculty, the chair will coordinate visits in light of the preferences of the instructor to be observed and the availability of voting faculty to visit.

Once visitors have been assigned, the visitor and the instructor to be observed will coordinate on the best timing for visits. The visitor will contact the faculty member to be observed to schedule the visit. The General Policies above will guide the visit and report.

As part of the annual review process, chairs should discuss the substance of any observations with the observed instructor, including possible ways to improve their teaching. 

Professors

Classroom observations of Professors are not required by the department. Individual faculty are welcome to request visits from other senior members of the department or to invite, but not expect, junior faculty to visit their classrooms. Visits of Professor’s classes may be done informally and need not result in a written report.

Instructors who are not on track for tenure or promotion 

All Africana Studies instructors should be aware of the department’s expectations for teaching effectiveness as described in the Tenure and Promotion Guidelines. Those who are not on a tenure track should show familiarity with those guidelines and take steps to meet them. Those who are not undergoing the annual review process (e.g., adjuncts or visiting instructors on one-year contracts) may not have the same opportunities for narrative self-evaluation.  In such cases, reflections may be shared with the chair independently and at any time during the academic year for the purposes of professional development. Note that the Faculty Handbook provides a policy specifically for reviewing and reappointing adjunct faculty. 

The chair will arrange classroom visits for all non-tenure-track faculty teaching each semester, including adjuncts. The General Policies Regarding Classroom Visits will be followed, including writing reports and sharing them with the instructor being observed and with the department chair.

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Approved by COA on 4/29/26