2026 ASEE Annual Conference & Exposition

This study explores how research, teaching, and service activities influence tenure and promotion outcomes for construction faculty across various institutions in United States. Regional variations in institutional priorities and resource availability shaped by regional context and impacts on expectations and evaluation criteria for construction faculty are investigated. Using a quantitative methodology, data was collected through an online survey of construction educators nationwide to document the emphasis placed on external funding, pedagogical innovations, and community or professional service. Particular attention was given to the types of grants (e.g., federal, state, or industry-sponsored) that most significantly impact career advancement and the extent to which teaching excellence and service contributions either mitigate or amplify this influence across regions. Results reveal regional disparities in the perceived value of teaching, research, and service contributions towards best practices for navigating tenure and promotion pathways. Recommendations are provided for faculty, administrators, and policymakers to promote equitable and transparent processes that align with institutional missions and regional contexts. This study contributes to a better understanding of faculty development in construction education, supporting efforts to attract and retain qualified educators in an evolving and competitive academic landscape.