Teaching Performance, Service, and Scholarship: The Rewarding of U.S. Media and Communication Faculty Members’ Teaching in Tenure and Promotion Documents

Abstract

University reward systems (i.e., tenure and promotion standards) can shape educators’ behaviors and dedication to teaching. This study contributes to knowledge by conceptually mapping teaching evaluation standards through a thematic analysis of U.S. tenure and promotion documents from media- and communication-centric departments. The results revealed that evaluation criteria coalesced around three areas: (a) teaching performance, (b) teaching service, and (c) scholarship of teaching and learning. Performance was the most formalized teaching evaluation approach, while scholarship of teaching, a distinct area, was much less present. Conceptual and empirical clarification associated with the scholarship of teaching and learning is presented.