一般是三个方面：teaching, research/schoalrship, service

对于scholarship，一般要求是peer- reviewed几篇，non peer-reviewed几篇。

比如UNCA

3.0 FACULTY RIGHTS, RESPONSIBILITIES AND EVALUATIONS (SD5613S)

3.1 Faculty Rights and Responsibilities (SD0294F, revised by SD2102S)

The professional  responsibilities of full-time faculty at UNC Asheville are divided among the  three general headings of teaching, scholarship and scholarly or creative  activity, and service. All three are considered important, but historically UNC  Asheville has placed the heaviest emphasis on teaching. The way in which  faculty members meet these three responsibilities will vary from department to  department and may differ throughout a faculty member's career. Faculty members  must carry out these responsibilities in a professional, ethical and collegial  manner that enhances the purposes of UNC Asheville.

Teaching

As a relatively small, primarily undergraduate,  liberal arts university, UNC Asheville properly requires excellence in teaching  as its first priority. Teaching loads are also heavier at UNC Asheville than at  some of the larger institutions in the UNC system. In order to teach well at  the university level, up to several hours of preparation may be required for  every hour in the classroom. Besides direct preparation for class, members of  the university faculty are also expected to keep abreast of the literature of  their respective disciplines in order to incorporate current insights into  their teaching. In addition, many more hours of follow-up are often necessary  to meet with students, support ongoing projects, and evaluate their completed  work. Finally, faculty members are often asked to present material in courses  in other departments.

Scholarship and  Scholarly or Creative Activity

While the category of  scholarship and scholarly or creative activity is sometimes considered separate  from teaching, at UNC Asheville the two are closely linked. University  instruction presupposes scholarship and scholarly or creative activity.  Scholarship  is largely defined by a scholarly or creative product that is usually  peer-reviewed, whether by other scholars or professionals in the field.  This involves attending and presenting at  professional conferences; writing books, articles, and book reviews; and  preparing performances and exhibitions.  Scholarly or creative activity is  defined as the process of research leading to scholarly or creative products  and the active participation in one’s discipline or in interdisciplinary  work.  It takes the form of original  research or creative endeavors, integrative scholarship, and sharing knowledge  with peers in the profession.  A list of  examples appears in 3.5.4.3.  At a  minimum, scholarly or creative activity requires demonstrated effort at  professional self-development through keeping abreast of the state of the art  in one’s field.  At UNC Asheville, given  the emphasis on teaching mentioned above, the participation in undergraduate  research and research for new course preparation are considered forms of  scholarly activity.

Service
The foundation of service rests on its  contribution to the mission of the university. The service responsibilities of faculty members  primarily use their  expertise in their departments, colleges, institutions, professions, and  communities.  Institutional service activities  include academic and other advising; sponsoring of student and other  organizations; laboratory and studio management; involvement in departmental,  college and university committees; recruiting efforts; participation in faculty  governance bodies; administrative assignments; and seeking external  funding.  Outside the university, it often involves service in professional organizations;  lectures, performances, and readings at local, regional, or state clubs and  organizations; sponsorship of conferences; consulting; service to public schools; and other service to various agencies and  organizations.  Since UNC Asheville has a tradition of heavy faculty  participation in university governance, more involvement in university service is expected here than at many other  universities. Special consideration is  given to service activities that substantively contribute to university  governance.

Missouri State

https://www.missouristate.edu/assets/facultyhandbook/FH_Chapter4_FacultyEvaluations_original.pdf

Faculty members meet this goal if they have engaged in sufficient quantity and quality of peer- reviewed research in any  of  the  five  modes  of  scholarship appropriate  to  their  field  (as  defined  by  department).

UWSP

https://www.uwsp.edu/AcadAff/Documents/Teaching%20Scholarship%20Service%202011-12.pdf

REFEREED VERSUS NONREFEREED SCHOLARSHIP:
Over the last several decades, many institutions of higher education have come to rely on the outcome of a competitive peer review process (i.e. refereed) as the test of a candidate’s record in the area of scholarship.  Of course, refereed scholarly activities that are accepted by a professional organization in a candidate’s field of study should normally not require significant additional scrutiny before that information is used by the peers in the department to support a positive personnel recommendation.

A candidate preparing his/her file for peer review, of course, will include scholarly activities that have been accepted for presentation/publication following a competitive review process.  The candidate also may include as evidence of scholarship activities that have neither been accepted through nor presented for a competitive review process.  These activities, to be considered as scholarship, must be carefully reviewed by the candidate’s peers and judged on their merits according to criteria agreed to by members of the department.  Departments are encouraged to gather these peer reviews from among their colleagues on other campuses and from related departments on the UWSP campus.