In deciding upon initial hiring and placement in rank and in subsequent promotions, there are a number of qualitative factors that must be considered, including both the quality of service rendered and the personal traits described.

1. Ability as a teacher: a) a love of truth and deep personal commitment to its discovery by all legitimate means; b) a capacity to stimulate student interest and participation in learning; c) the ability to organize subject matter in teaching, and to use valid and reliable methods of evaluation; d) the ability to inspire students to undertake graduate study and secure advanced degrees; e) the ability to prepare students to do well on nationwide achievement tests and civil service examinations, and to occupy positions of responsibility and trust with competence and confidence.
   
   
2. Knowledge and scholarship: a) a serious effort to remain current in the area of major instruction; b) a vital interest in some type of creative work such as research and writing in the area of academic competence; c) membership in and service to appropriate professional groups; d) travel experiences designed to enhance professional competence.
   
   
3. Personal qualities: a) a vital commitment to and personal embodiment of those spiritual and ethical ideals of Christian holiness as emphasized by the Church of the Nazarene; b) intellectual qualities of honesty and integrity; c) emotional control and maturity that commands respect; d) physical energy sufficient to meet the demands of effective teaching; e) poise, and social ease sufficiently apparent to demonstrate and commend their value to students.
   
   
4. Relationships in the University: a) respect for each student and fair impartial dealings with all; b) regard for advising as a function of teaching and giving of a reasonable amount of time to it; c) acknowledgment of merit in the achievements of colleagues and worthy efforts to exalt the dignity and value of the teaching profession; d) honorable relations with colleagues, regardless of differences of opinion; e) acknowledgment of the importance, responsibility, and validity of the executive function as reflected in the organizational structure of the institution; and f) loyal support to the fundamental purposes of the University.
   
   
5. Social and religious responsibilities: a) contributions, through speaking, individual and group counseling, writing or other means, to the solution of social and ethical problems on the campus and in the community; b) acceptance of responsibility for leading students into a vital Christian experience and a full commitment to God's will for their lives; c) aiding through all interpersonal relationships in the achievement of the unique spiritual and denominational aims of the University; and d) communicating to students a profound sense of Christian vocation as regards the ministry, missionary service, and all areas of worthy service open by laity.