This document serves as a supplement to the College of Liberal Arts and Sciences Faculty Standards of Competence and Performance to provide additional expectations appropriate to the department’s discipline. It serves to clarify how the collegiate standards can be applied and evaluated within the department.

Department values statement

The Department of Communication Sciences and Disorders at the University of Iowa is a community of scholars, clinicians, and educators committed to advancing knowledge, improving communication and hearing health, and preparing the next generation of professionals. We acknowledge our department’s long and distinguished tradition as a national and international leader in the field, and we embrace the responsibility of carrying this tradition forward through excellence in research, teaching, clinical practice, and service.

This document outlines baseline expectations for faculty performance. These standards:

  • Represent the minimum level of competence and performance that all faculty are expected to maintain.
  • Serve as a guide for annual review, where faculty are assessed as meeting or not meeting expectations.
  • Provide onboarding guidance for faculty new to our department to understand its day-to-day culture and expectations.
  • Recognize that faculty new to our department may require time and departmental support to grow into these expectations, and the department commits to mentoring and guidance throughout that process.
  • Are distinct from promotion and tenure criteria, which assess sustained excellence and impact beyond these baselines.  

We embrace a culture of collaboration, innovation, clinical excellence, and service, and these values guide the following listed expectations.

Basic expectations for all faculty

All tracks and ranks

Teaching

In addition to CLAS standards, CSD faculty are expected to:

  • Integrate disciplinary expertise in speech, language, hearing, and voice sciences into their teaching, ensuring that both classroom and clinical instruction reflect current evidence and best practices.
  • Create welcoming and engaging learning environments that recognize and respect the range of the populations we serve in research, education, and clinical practice.
  • Provide effective mentorship and feedback to students across all levels (undergraduate, MA/AuD, PhD), supporting their academic, clinical, and professional growth in ways that reflect the department’s commitment to interdisciplinary, research-informed, and clinically grounded education.
  • Model professional and ethical behavior in all teaching and supervisory contexts, preparing students for evidence-based practice, collaboration, and scholarly integrity.
  • Engage in continuous improvement by reflecting on peer and student feedback, participating in professional development, and adopting innovative or evidence-based instructional practices that enhance learning outcomes.

Service

In addition to CLAS standards, CSD faculty are expected to:

  • Participate actively in departmental governance, committee work, and strategic initiatives that advance shared departmental goals.
  • Contribute to the collegial culture of the department by supporting peers, staff, and students.
  • Collaborate whenever opportunities allow, across academic, clinical, and research programs.
  • When mentoring or supervising students, model professional responsibility, accountability, and commitment to service as part of the discipline.

Tenure-track faculty expectations

All tenure-track ranks

Teaching

  • Tenure-track faculty have a 40% teaching effort expectation–roughly equivalent to two course assignments per semester (e.g., one 3 semester-hour course and one 2 semester-hour course).

Research

In addition to CLAS research standards, CSD faculty are expected to:

  • Conduct research that is rigorous, ethical, and transparent, reflecting the department’s tradition of leadership in basic science, clinical, and translational inquiry.
  • Mentor students and trainees (undergraduate, graduate, and doctoral) in research, fostering their development as future scholars and practitioners.
  • Build upon CLAS expectations for external funding by seeking support regularly to sustain and expand research programs, support trainees, and strengthen both individual and departmental research capacity.
  • Enhance the visibility and reputation of themselves, the department, and the discipline through scholarly engagement such as invited talks, symposia, collaborative projects, and editorial or conference leadership roles.
  • Contribute to the collective scholarly profile of the department by collaborating with colleagues, sharing expertise, and building a strong research environment that attracts students, collaborators, and external partners.

The following guidelines illustrate common forms of evidence used to assess whether expectations have been met; they are not additional expectations:

  • Research-active faculty generally maintain a research group that produces an average of at least two peer-reviewed publications per year (based on a three-year rolling average), with approximately one as first or senior author or equivalent. The exact number will vary by subfield and the nature of the work. The inclusion of students, junior collaborators, and postdoctoral fellows as co-authors is strongly encouraged. Assistant professors may take time to reach the expected publication rate per their subfield as they establish their programs.
  • Indicators of growing reputation include invitations to speak at conferences or other institutions, awards or recognitions from professional societies, editorial or review service, organizing symposia, and leadership roles in scientific associations.
  • Faculty without current external funding are expected to actively pursue external funding opportunities, typically submitting at least one proposal per year to sustain or expand research programs and support trainee development.

Service

In addition to CLAS research standards, CSD faculty are expected to contribute to the department’s culture of shared governance, collaboration, and professional service. As appropriate to their faculty rank, faculty should:

  • Contribute to the effective functioning of the department, college, and university through active participation in service activities.
  • Demonstrate collegiality, professionalism, and accountability in all service roles.
  • Share in the collective responsibility of faculty governance, including committees, student recruitment, accreditation, and strategic initiatives.
  • Support the professional community through disciplinary service such as reviewing manuscripts, organizing professional meetings or conference sessions, and serving on committees or task forces within relevant societies.
  • Mentor and support colleagues and students, fostering a collaborative departmental culture and contributing to shared goals.

The following guidelines illustrate common forms of evidence used to assess whether expectations have been met; they are not additional expectations:

  • Attend department meetings and complete service assignments reliably.
  • Service contributions should be distributed equitably across faculty and career stages, with lighter expectations for early-career faculty as they establish their teaching and research programs.
  • Examples of valued service include (as appropriate to rank):
  • Serving on departmental, collegiate, or university committees;
  • Contributing to accreditation, curriculum review, admissions, or recruitment activities;
  • Providing peer review for journals, conferences, or funding agencies;
  • Participating in professional societies, conference planning, task forces, or advisory boards.
  • Faculty are encouraged to assume leadership roles in service (e.g., chairing committees, leading initiatives) as appropriate to rank and experience.

Assistant professor

Assistant professors in CSD are expected to:

  • Build toward the departmental standards for research, teaching, and service outlined above, with the understanding that time and support may be needed to reach full expectations.
  • Engage in professional development opportunities around instruction and research.
  • Demonstrate progress toward establishing an independent program of scholarship and effective teaching.
  • Participate in undergraduate and graduate student committees (e.g., undergraduate honors, MA theses, AuD capstones, PhD dissertations), with the expectation that assistant professors may serve as chair for one student while contributing more broadly as committee members. Note: the department does not expect assistant professors to complete a doctoral student before the promotion-and-tenure year.
  • Contribute to departmental service and leadership at a level appropriate for early-career faculty, including limited professional association service when feasible.

Associate professor

Teaching

In addition to CLAS expectations, associate professors in CSD are expected to:

  • Provide effective and sustained mentoring of students across levels, with primary responsibility for graduate students and doctoral trainees, guiding them toward timely completion of their degrees. On average, it is expected that an associate professor would be guiding at least one PhD student or equivalent research mentee (e.g., an AuD student with a strong research focus or a postdoctoral fellow) at any one time, while also serving on additional graduate committees.
  • Offer mentorship opportunities for undergraduate students as appropriate, such as honors projects, research experiences, or enrichment activities that prepare them for advanced study and professional careers.
  • Contribute actively to curriculum development and assessment, ensuring that departmental teaching remains rigorous and aligned with disciplinary best practices.
  • Collaborate with colleagues to enhance teaching and mentoring quality across the department, sharing expertise and supporting curricular innovation.

Research

In addition to CLAS expectations, associate professors in CSD are expected to:

  • Sustain and expand a visible program of research and scholarship that contributes to the national and, where appropriate, international reputation of both the individual and the department. This includes increasing disciplinary visibility through invited talks, collaborative research initiatives, editorial or review activities, and leadership or organizational roles at conferences and professional meetings.
  • Secure and sustain major external funding to support an active research program and trainee development; when funding lapses, demonstrate clear and ongoing efforts to obtain new support through competitive submissions, typically at least one major proposal annually.

Service

In addition to CLAS expectations, associate professors in CSD are expected to:

  • Broaden and diversify their service portfolio to include meaningful contributions beyond the department, such as collegiate or university committees, shared governance roles, or leadership within professional organizations.
  • Demonstrate growing leadership in service by taking on roles such as section editor for journals, participation in university or college governance (e.g., tenure or departmental reviews, Faculty Assembly, DeLTA Center), or serving in departmental leadership positions (e.g., Director of Undergraduate or Graduate Studies).
  • Support and mentor assistant professors in navigating departmental, collegiate, and disciplinary service opportunities.

Full professor

Teaching

In addition to CLAS expectations, full professors in CSD are expected to:

  • Provide sustained and effective mentoring of students across levels, with primary responsibility for graduate students and doctoral trainees, guiding them toward timely completion of their degrees. On average, a full professor would be mentoring at least one PhD student or equivalent research mentee (e.g., an AuD student with a strong research focus or a postdoctoral fellow) at any one time, with two being typical for a sustained period when resources allow, while also serving on additional graduate committees.
  • When appropriate, mentor undergraduate students through honors projects, research experiences, or other enrichment activities that prepare them for advanced study and professional careers.
  • Lead in curriculum development, innovation, and assessment, including participation in peer review of instruction, to ensure the department’s continued leadership in advancing disciplinary education.
  • Vary teaching responsibilities strategically to meet departmental needs, contribute to curricular balance, and help reduce teaching or supervisory burdens on early-career faculty. 

Research

In addition to CLAS expectations, professors in CSD are expected to:

  • Sustain a national and international reputation in research and scholarship that enhances the visibility and impact of both the department and the field, demonstrated through continued publication, invited presentations, and disciplinary engagement.
  • Maintain an active, externally funded research program that supports trainees, advances the discipline, and contributes to the department’s collective research strength.
  • Provide leadership within the discipline through activities such as organizing conferences, editing journals or special issues, serving in elected or appointed professional roles, or receiving honors and awards that reflect scholarly distinction. This point overlaps some with Service and Leadership expectations.

Service

In addition to CLAS expectations, full professors in CSD are expected to:

  • Provide sustained and strategic leadership in service that advances the mission of the department, college, university, and discipline.
  • Take on major leadership roles that shape academic and professional directions, such as chairing department search or promotion committees, leading accreditation efforts, serving in editorial positions, or holding elected or appointed roles in professional societies.
  • Show leadership in the discipline through organizing conferences, editorial service, or receiving professional honors that reflect significant contributions.
  • Maintain active engagement in departmental service even as external profiles grow, modeling balance between institutional and professional commitments.
  • Mentor assistant and associate professors in developing their service and leadership capacities, fostering a culture of shared governance and professional growth within the department.

Instructional-track faculty expectations

Assistant professor of instruction/practice

In addition to CLAS expectations, assistant professors of instruction/practice in CSD are expected to:

  • Deliver effective and engaging instruction in assigned courses, aligned with departmental teaching goals.
  • Begin contributing to departmental student mentoring and advising as appropriate.
  • Engage in departmental service at a level appropriate for early-career faculty.

Associate professor of instruction/practice

Teaching

In addition to CLAS expectations, associate professors of instruction/practice in CSD are expected to:

  • Demonstrate a sustained record of effective teaching that reflects evidence-based instructional practices and responsiveness to student learning needs.
  • Contribute actively to curriculum development and assessment, ensuring that instructional offerings remain current, coherent, and aligned with disciplinary and departmental goals.
  • Mentor and support assistant professors of instruction/practice in developing their teaching and advising skills.

Service

In addition to CLAS expectations, associate professors of instruction/practice in CSD are expected to:

  • Expand their service contributions within the department, which may include chairing a committee, leading an instructional initiative, or serving as a resource for quality instruction.
  • Engage in collegiate, university, or professional service (e.g., participation in ISHA or other disciplinary associations) that contributes to institutional and professional effectiveness.
  • Take on leadership, when needed, in departmental initiatives related to teaching, curriculum, or student engagement as appropriate.

Full professor of instruction/practice

Teaching

In addition to CLAS expectations, professors of instruction/practice in CSD are expected to:

  • Provide leadership in curriculum innovation and instructional improvement, ensuring the department continues to model excellence in teaching and student learning.
  • Mentor undergraduate and graduate students in academic and professional development activities, as appropriate to departmental needs.
  • Support the teaching mission by strategically varying teaching responsibilities to meet program needs and reduce burdens on early-career faculty.

Service

In addition to CLAS expectations, professors of instruction/practice in CSD are expected to:

  • Assume significant leadership roles in service within the department, college, university, and profession. Examples include serving as Director of Undergraduate Studies, coordinating course assignments, managing TA allocation, chairing instructional-track promotion committees, or holding leadership positions in professional organizations (e.g., ISHA, ASHA, or related disciplinary associations).
  • Mentor both assistant and associate professors of instruction/practice, supporting their advancement and professional growth.
  • Represent the department and/or university externally through professional or community engagement that strengthens visibility and partnerships.

Clinical-track faculty expectations

All clinical-track ranks

CSD clinical faculty are primarily focused on clinical education (80% for full time FTE) with opportunities for professional productivity and service (20% effort for full time FTE). Clinical education time is typically divided between direct clinical service (≈ 40%) and educational support activities (≈ 40%). As a point of reference, 20% clinical education effort in a semester represents about one day per week devoted to clinical teaching. This generally includes approximately four hours of in-clinic time with student clinicians, with the remaining time used for preparation, documentation, case coordination, student feedback, and other follow-up tasks that support clinical learning. In addition to CLAS standards, clinical-track faculty in CSD are expected to:

  • Provide individualized methods of clinical learning to students (including providing feedback, clinical teaching in meetings, strategies to develop critical thinking, self-evaluation, and self-reflection skills etc.), supporting their growth, independence, and readiness for professional practice. For a full-time FTE, this would equate to 16 hours of supervised client/patient care with students, and 16 hours of meetings, prep, and documentation review. This time may be adjusted based clinic, program, and student needs.  
  • Contribute to effective clinical operations by maintaining ethical and lawful billing and service provision practices. Ensure patient flow, continuity of care, and consistent student access to training.  
  • Participate in professional development as required by certification and licensure requirements to maintain and enhance knowledge of evidence-based practice, clinical supervision, and clinical education methods.
  • Support the advancement of clinical education through activities such as program improvement, presentations, workshops, or resource development that enhance the department’s clinical mission. 

Clinical assistant professor

Teaching

In addition to CLAS standards, clinical-track faculty in CSD are expected to:

  • Provide effective clinical education and supervision for graduate students, primarily through direct clinical supervision, while continuing to develop supervisory and instructional competence. Classroom teaching may also be included, as appropriate to departmental needs and faculty expertise.  
  • Participate in ongoing professional development to strengthen knowledge of clinical supervision, education, and evidence-based practice.

Clinical Practice

In addition to CLAS standards, clinical-track faculty in CSD are expected to:

  • Actively support the vitality of the department’s in-house clinic as the primary site for graduate student training by contributing to patient care, clinical education, and mentorship that sustain its operations and educational mission.
  • Actively support the vitality of the department’s in-house clinic by contributing to patient care—typically through clinical education and mentorship activities—that sustain its operations and educational mission.

Service and Professional Productivity

In addition to CLAS standards, clinical-track faculty in CSD are expected to:

  • Participate in departmental service and meetings at a level appropriate for early-career faculty.
  • Begin contributing to professional productivity through activities such as presentations, workshops, or resource development that support clinical education. 

Clinical associate professor

Teaching

In addition to CLAS standards, associate clinical-track faculty in CSD are expected to:

  • CSD clinical faculty are involved mainly in graduate student mentorship and education. Specific academic advising is conducted by distinct committees.
  • Provide effective clinical education and supervision for graduate students, while continuing to develop supervisory skills and teaching competence  
  • Participate in ongoing professional development to strengthen knowledge of clinical supervision, education, and evidence-based practice.

Clinical Practice

In addition to CLAS standards, associate clinical-track faculty in CSD are expected to:

  • Demonstrate a sustained record of success in clinical education and supervision, primarily in the department’s in-house clinic.

Service and Professional Productivity

In addition to CLAS standards, associate clinical-track faculty in CSD are expected to:

  • Expand service and/or leadership contributions in the department and beyond when appropriate to include college or university committees, community, and/or professional organizations (e.g., ISHA, ASHA, AAA, CAPCSD).
  • Take on leadership roles in the department within service assignments.
  • Contribute to professional productivity through program development/refinement, presentations, workshops, media contributions, or publications that enhance the department’s clinical mission. 

Clinical full professor

Teaching

In addition to CLAS standards, clinical-track faculty in CSD are expected to:

  • CSD clinical faculty are involved mainly in graduate student mentorship and education. Specific academic advising is conducted by distinct committees.
  • Provide effective clinical education and supervision for graduate students, while continuing to develop supervisory skills and teaching competence  
  • Participate in ongoing professional development to strengthen knowledge of clinical supervision, education, and evidence-based practice.

Clinical Practice

In addition to CLAS standards, clinical-track faculty in CSD are expected to:

  • Demonstrate a sustained record of success in clinical education and supervision, primarily in the department’s in-house clinic.

Service and Professional Productivity

In addition to CLAS standards, clinical-track faculty in CSD are expected to:

  • Take on significant service and/or leadership roles within the department with expanded opportunities in the college, university, community, and/or professional organizations Contribute to the advancement of clinical education and practice through professional productivity such as program development, dissemination of best practices, presentations, workshops, or publications.