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

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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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


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

  • 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)

  • 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


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)

  • 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

  • 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

  • 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

June, 2010

Details forthcoming


Comments? Questions?


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