L. Recognition and awards for teaching or advising effectiveness. While both the quality and quantity of a candidate's achievements should be examined, quality should be the primary consideration. Quality should be defined largely in terms of the work's importance in the progress or redefinition of a field or discipline, the establishment of relationships among disciplines, the improvement of practitioner performance, or in terms of the creativity of the thought and methods behind it. Original achievements in conceptual frameworks, conclusions, and methods should be regarded more highly than work making minor variations in or repeating familiar themes in the literature or the candidate's previous work. Determination of excellence is difficult and requires informed professional judgment.
Quantity is often easier to measure than quality, since comparisons can be made more readily.
In addition, some disciplines more readily lend themselves to greater numbers of scholarly works. Thus, it is essential that quality be the primary, although not the only, criterion to evaluate a candidate's achievements. Candidates should list only those publications, projects, or performances which have appeared or been accepted for publication or presentation. Papers, publications, or performances in collaboration with current or former students should include an asterisk at each student's name. The dossier should provide a persuasive assessment of a candidate's research, scholarly, and creative achievement.