Tenure promotion application and review
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Tenure-Promotion Application and Review. Art Spisak & Mary Lynne Golden, Provost’s Office Helen Reid & Julie Masterson, CHHS Dean’s Office May 4, 2010. Portfolio. Application Form Personal Summary Statement Current Vita Yearly Performance Reviews External Review Letters

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Tenure promotion application and review

Tenure-Promotion Application and Review

Art Spisak & Mary Lynne Golden, Provost’s Office

Helen Reid & Julie Masterson, CHHS Dean’s Office

May 4, 2010


Portfolio

Portfolio

  • Application Form

  • Personal Summary Statement

  • Current Vita

  • Yearly Performance Reviews

  • External Review Letters

  • Guidelines at time of hire

  • Dept. Criteria Matrix: Applicant Accomplishments

  • Teaching Documentation

  • Research Documentation

  • Service Documentation

  • Two 3-Ring Binders

  • Separate with Tabs

  • First Binder

    • Items 1-6

  • Second Binder

    • Items 7-10

Required Items

Preparation Logistics


Application form

Application Form

  • Applicant

    • Name

    • Rank/Year of Appointment

    • Current Status

    • Application for Tenure?

    • Application for Promotion (to….)

    • Years Credited toward Tenure

    • Years on Leave from Tenure Consideration

  • CHHS Dean’s Office

    • Verifies applicant info

  • Each Evaluation Entity

    • Recommendation for Tenure

    • Recommendation for Promotion

    • Initials

    • Date


Personal statement general

Personal Statement: General

  • Make your case! Strong, convincing….

  • Faculty Handbook Definitions/Criteria

    • Promotion to Associate: “sustained record” (FH 3.4.2)

    • Promotion to Full: “cumulative record” (FH 3.4.3)

  • Consider your readers

    • External Reviewers (maximum familiarity with scholarship, but not teaching, service… provide context)

    • Dept. Committee and Dept. Head (maximum familiarity)

    • College Committee and Dean (somewhat familiar)

    • PACTP and Provost (less familiar)

  • Comment about interrelatedness of teaching, research, and service

  • Comment about increases in contributions to university and leadership throughout the years at current rank


Personal statement research

Personal Statement: Research

  • Comment about your accomplishments within context of requirements

  • Describe your research focus

  • Work is cohesive, programmatic, makes an impact

  • Information about dissemination venues (impact factors, international audiences, acceptance rates)

  • Information about funding

  • Personal contributions within collaborations

  • Highlight involvement of students

  • Comment about future research agenda


Personal statement teaching

Personal Statement: Teaching

  • Comment about your accomplishments within context of requirements

  • Discuss any allocated time for administrative activities related to teaching (i.e., program coordinator)

  • Discuss approach to teaching, how it has evolved as a result of experience and feedback

  • Discuss innovative teaching methods

    • Technology

    • Problem-Based Learning

    • Service Learning

  • Describe professional development you’ve completed related to teaching and its effects on your approach

  • Discuss evidence of your teaching effectiveness

    • Pre-Post Measures

    • Student Evaluations

    • Peer Reviews


Personal statement service

Personal Statement: Service

  • Comment about your accomplishments within context of requirements

  • Highlight contributions to various levels (department, college, university, community, national/international professional)

  • Describe any impact of your service activities on your students, colleagues, community, professional organization


Departmental criteria charts

Departmental Criteria Charts


Yearly performance statements

Yearly Performance Statements

  • Year 5 (2009; Evals completed Sp10)

    • Department Committee

    • Department Head

    • Dean

    • Your responses (if applicable)

  • Year 4 (2008; Evals completed Sp09)

    • Department Committee

    • Department Head

    • Dean

    • Your responses (if applicable)

  • Year 3 (2007; Evals completed Sp08)

    • Department Committee

    • Department Head

    • Dean

    • Your responses (if applicable)

  • Year 2 (2006; Evals completed F06, Sp07)

    • Department Committee

    • Department Head

    • Dean

    • Your responses (if applicable)

  • Year 1 (2005; Evals completed Sp06)

    • Department Committee

    • Department Head

    • Dean

    • Your responses (if applicable)


External reviews

External Reviews

  • Selection

    • Solicit 4; 3 Required

    • From peer or higher-level institutions

    • Must hold rank for which you are applying or higher

    • Not personal friend, research collaborator, etc.

    • Asked to evaluation scholarship

  • Applicant provides

    • Personal statement

    • Vita

    • Examples of scholarship from each year in evaluation period

  • DH provides

    • Department criteria

    • Info re Applicant’s teaching assignment/workload


Teaching documentation fh 4 2 1

Teaching Documentation (FH 4.2.1)

  • Begin with a Table of Contents

  • Place materials in order specified in matrix

  • Student & Peer Evaluations

  • Syllabi and Description of Depth/Breadth (or whatever dept. criteria are)

  • Professional Development Certificates

  • Description of how teaching evolved as a result of feedback or professional development activities

  • Artifacts such as screen shots, project descriptions, service learning assignments, etc.

  • Data regarding teaching effectiveness (outcomes, pre-post graphs, etc.)

  • Description of reassigned time for administrative activities related to teaching (e.g., program coordinator) and evaluations of effectiveness in that role


Tenure promotion application and review

This table contains my student evals over the past 5 years. The undergraduate evals started within expected levels; however, they were relatively low. Student feedback indicated a lack of clarity in lectures, excessive assignments that were not apparently related to lecture material, and unreasonable demands on exams. Despite the student comments about excessive assignments and demanding exams, I did not want to decrease the course requirements or my expectations because I felt the content was appropriate for a 200 or 300 level course, and future graduate courses would be based on assumptions that the content had been covered in undergrad courses. Consequently, during the next few years, I posted PPT slides in order to facilitate lecture clarity, I reorganized my syllabi so that each assignment was specifically tied to the lecture topics, and I scheduled outside exam prep sections.


Research documentation fh 4 2 2

Research Documentation (FH 4.2.2)

  • Begin with a Table of Contents

  • Place materials in order specified in matrix

  • Reprints of all publications

  • Documentation of presentations (scans of programs, acceptance letters, etc.)

  • Documentation of invitations for invited lectures, workshops, collaborations

  • Pubs/presentations grouped by topic, illustrating sequential agenda

  • Covers from grant applications and agency responses


Service documentation

Service Documentation

  • Begin with a Table of Contents

  • Place materials in order specified in matrix

  • Artifacts from Departmental Service

    • Minutes, Event Announcements/Brochures

  • Artifacts from College/University Service

    • College Council Roster

    • University Committee Rosters

    • Event Announcement/Brochures

    • Thank you notes

  • Artifacts from Community/National/International Service

    • Journal covers (editor/reviewer rosters)

    • Committee rosters

    • Thank you notes

  • If applicable, extra information regarding relationship between service and teaching/research expertise (in addition to what is in Personal Statement)


Final remarks

Final Remarks

  • Proof, proof, have someone else proof

  • Make sure documentation is consistent (chart=vita = personal statement = documentation)

  • Follow organizational framework

  • Self-evaluate

  • Provide only pertinent documentation, organized in a cohesive manner

  • Minimize “exploration” by evaluators

  • Dossier with errors may be returned by Dept. Committee, Dept. Head, or Dean’s Office… try to prevent that!


Chhs materials preparation workshop

CHHS Materials Preparation Workshop

June, 2010

Details forthcoming


Comments questions

Comments? Questions?


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