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1. Cover Letter indicating the purpose of the review: tenure, contract renewal, and/or promotion.

2. Self Evaluation Form: In September, the faculty candidate completes the Self-evaluation Form (SEF).  The faculty candidate identifies a rating of own performance (Not Achieved, Competent, Proficient, or Outstanding) for each domain, with a supporting explanation of the evidence. The candidate may also speak to current areas of focus in their professional development and contributions to the school/university.

3. Curriculum vitae

4. Class Visit Form: By September 15, the faculty candidate invites a minimum of 2 tenure-track colleagues  (at least one colleague must be from within the candidate’s program) to conduct class visits. The colleague observer meets with the faculty candidate to review the results; the observer submits the class-visit evaluation form to the CRC Chair and a copy to the faculty candidate.  The faculty candidate places two signed class visit forms in the dossier.

5. Course Evaluation Summaries: the faculty member provides quantitative and/or qualitative summaries of course evaluation results since their previous review, along with a representative and helpful sample of course evaluation reports.

6. Personal Statement of Faith and Life (depth of updating is at the discretion of the applicant)

7. Annual goals reports from prior 3 years

8. Faith integration paper (for the initial tenured six-year contract only). The integration paper is 5-10 pages in length and is also shared with peers at an appropriate venue, as arranged by the provost (not a part of the review process). The faculty candidate addresses how their teaching and scholarship is influenced by serving at Eastern Mennonite University, a Christian institution in the Anabaptist tradition. In addition, it should explore the question of affinity with the university mission. See the Faith Integration Guidelines for more information.

9. Supporting Evidence at Faculty Discretion: optional supporting evidence may be offered to assist in demonstrating the level of performance. Duplication of evidence is unnecessary. Supporting evidence may include, but is not limited to:

   1. evidence of teaching strategies or curriculum development

   2. sample syllabi

   3. evidence of student learning

   4. published scholarship

   5. evidence of service assignments

   6. reports generated by consulting or other professional service

   7. internal/external letters of recommendation

   8. evidence of public critique or adoption of one’s scholarly work

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