Washington State University. ADVANCE ing Institutional Transformation Workshop August 26, 2010. Cathy A. Trower, Ph.D. Session One What We Know About Pre-tenure Faculty. The Perfect Storm.
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Washington State University
ADVANCEing Institutional Transformation Workshop
August 26, 2010
Cathy A. Trower, Ph.D.
“The university is the site of a perfect storm of 21st century expectations and medieval bureaucracy, and the promotion-and-tenure process is the clashing point.”
David Perlmutter, “Get Another Life”
Chronicle of Higher Education
March 14, 2008, Volume 54, Issue 27, p. C2
Scale: 5 = Very clear; 1 = Very unclear
Quotes from two pre-tenure faculty members
“…it is perhaps the lack of community, and Xers’ attempts to find it, that truly define the generation, providing a unifying theme for their experiences, and encapsulating what has changed for them from previous generations” (p. 20).
Helms, Robin (2010). New challenges, new priorities: The experience of generation x faculty. A report of the collaborative on academic careers in higher education. Cambridge, MA: COACHE, Harvard Graduate School of Education.
Trower, C. (Summer 2010). A new generation of faculty: Similar core values in a different world. Peer Review, Washington, DC: AAC&U.
Tenure-Track (Probationary) Faculty Information and Forms
Tenure Track Portfolio Workshop Materials/Information
Full Review Divider Templates-
A flexible work arrangement can be made for up to 3 years. Under certain circumstances the flexible work arrangement can be renewed for additional terms but in any event such renewal shall not infringe on the department’s ability to carry out its mission. Each such determination will be made by the department chair if applicable or the dean of the school. In the case of pre-retirement agreements, longer arrangements are permitted on a case-by-case basis with approval of the Dean, Provost and the University Counsel’s office.
After appropriate discussion, the faculty member submits a request for a flexible work arrangement in writing (see Flexible Work Arrangement Request Form for Regular Rank Faculty) to the department chair, if applicable, or the dean of the school. The approved request, including the agreed upon 1) modification in duties, 2) compensation, and 3) the proposed total time for which the flexible arrangement will be in effect, then goes from the department chair to the dean. Approved flexible work arrangements will then be sent to the Provost for signature. The Provost’s Office will monitor usage of this policy.
Faculty members on the tenure track are automatically eligible for 3 months of tenure clock relief for each year of approved Flexible Work Arrangement. However, as outlined in the tenure clock relief policy, there is a 3-year (36 month) overall limit in tenure clock extension. Faculty members may opt out of tenure clock extension.
The University will continue to pay the employer's share of the cost of fringe benefit programs such as health care insurance, group life insurance, and the Faculty/Staff Retirement Plan for a faculty member on an approved flexible work arrangement. Where applicable, the benefit will be based on the revised salary.
Nothing contained in this proposal shall imply or suggest a status of less than full time employment for faculty who are working a modified schedule pursuant to this policy. Those individuals with approved flexible work arrangements shall continue as full colleagues, and are eligible for the rights and privileges of the full time faculty. They are beholden to policies affecting the faculty, as delineated in the Faculty Handbook, including criteria for promotion and tenure.
2. Teaching Relief
School policies should provide that an eligible faculty member who assumes substantial and sustained responsibility for the care of a newborn or newly adopted child is entitled automatically to paid relief from classroom duties for a full load during one semester/term. Where feasible, Schools may offer as an alternative paid teaching relief for a half load for two semesters/terms.
Where this alternative is available, the choice of one full semester/term or two half semesters/terms of teaching relief is to be made by the faculty member. The teaching relief will normally begin during the semester/term of the birth or adoption, and should be completed within one year after the teaching relief begins. A faculty member on teaching relief would be expected to continue with research and advising students for whom the faculty member has a pre‐existing obligation.
A faculty member using this policy would normally be the sole caregiver for at least twenty hours during the work week during the hours from 8 a.m. to 7 p.m., Monday through Friday. This policy is not intended for parents whose newborn or newly adopted child is cared for more than half time by either a spouse/partner and/or a childcare provider.
(Part I) Overview of Process and Expectations
June Youatt, Senior Associate Provost; Theodore H. Curry II, Associate Provost & Associate Vice President for Academic Human Resources; J. Ian Gray, Vice President for Research & Graduate Studies; and a Panel of MSU Deans, Department Chairs, College Advisory Committee members and recently tenured facultyThis workshop is designed for probationary tenure system faculty to provide assistance in functioning successfully within the tenure system at MSU. Workshop objectives include: 1) to expand faculty members’ understanding of department and University reappointment, promotion and tenure procedures; 2) to discuss approaches to documentation and record keeping for reappointment, promotion and tenure purposes; 3) to provide practical information on making choices, balancing conflicting demands, and managing departmental politics; 4) to provide an opportunity for communication and problem solving among faculty and academic administrators; and 5) to provide a venue for questions and answers. Many faculty members find it helpful to attend this program more than once, finding different elements useful at different stages of their pre-tenure experience.
(Part II) Writing Reflective Essays for Reappointment, Promotion and Tenure Dossiers
June Youatt, Senior Associate Provost; and Theodore H. Curry II, Associate Provost & Associate Vice President for Academic Human ResourcesThe afternoon portion of Survive and Thrive in the Tenure System has the following objectives: 1) To provide an introduction to writing productive reflective statements for reappointment, promotion and tenure dossiers, including clarifying purposes of the reflective essay in the evaluation process; providing the perspectives of central administration, deans, chairs/school directors, and college RP&T committees; identifying productive and unproductive strategies; responding to inquires about how to handle specific challenges in writing the reflective essay, e.g., illness, parental leave, etc.; 2) To provide resources for reappointment, tenure and promotion and mentoring developed by the NSF ADAPP ADVANCE grant (# 0811205); and 3) To provide a venue for questions and answers.
Ohio State University
3.0 DUAL CAREER HIRING PROGRAM
Revised: 06/15/10; Edited: 06/15/10
The successful recruitment of well-qualified faculty often requires that the university must accommodate a dual career couple. In these instances, OAA expects deans and department chairs to cooperate willingly, constructively and in good faith with the hiring unit for the target candidate to accommodate the other half of the academic couple.
In some cases, OAA is able to assist units making such hires through its Dual Career Hiring Program. OAA provides cash to cover one third of the initial base salary of the partner following the targeted hire for the first three years of the appointment. The other two thirds of the salary and all of the benefits are split between the units of the targeted hire and the partner hire respectively. Dual career requests for additional cost-sharing will be evaluated on a case by case basis.
The university does not expect any department/college to hire candidates that do not meet the same quality standards as candidates hired in the receiving department. The process will be conducted with all deliberate speed to reach a final agreement in time to allow a successful recruitment of the target candidate.
NFI Goals and Outcomes
Training and Development for Department Chairs
Chairs Training Program A new, two-day mandatory training program intended to provide newly appointed department chairs with a strong foundation of knowledge, information and resources viewed as essential to their role.
Handbook for Chairs and Directors
A new resource for UC Davis Chairs and Directors to assist them in advancing the research, teaching, and service missions of their units, and help foster a collegial academic environment to support these missions.
Department Chair Brown Bags Department Chair Brown Bags are held monthly and are topical discussions and lectures intended to assist department chairs in their roles as leaders in academic departments. Topics include: Procedures for Faculty Advancement, Nurturing New Faculty, Organizing Your Department, Structuring and Managing a Department Budget, Best Practices for Conflict Management, Best Practices for Faculty Searches, Basics on Academic Advancement (for new Chairs), updates on issues in Academic Personnel (offered every Spring), and more.
Leadership Development Program The Leadership Development Program is a six-day series comprised of lecture, discussion and exercises, in areas such as: effective leadership, problem-solving, negotiations and communication skills. The program is offered to nominated Chairs and faculty.
Cornell University Faculty Work Life Survey
Bilimoria, D., S.R. Perry, X. Liang, E.P. Stoller, P. Higgins, C. Taylor (2006). “How do female
and male faculty construct job satisfaction?” Journal of Technology Transfer, 31, 355-365.
Callister, Ronda Roberts (2006). “The Impact of Gender and Department Climate on Job Satisfaction
and Intentions to Quit for Faculty in Science and Engineering Fields,” Journal of Technology Transfer, 31, 367-375.
Dependent variable: Global satisfaction
* SignificantRace/Gender Controls: Yes
Dependent variable: Global satisfaction
* SignificantRace/Gender Controls: Yes
Climate is a function of…
Interest of senior faculty
Fairness of supervision
Opportunities to collaborate
Professional interaction with tenured colleagues
Professional interaction with peers
Personal interaction with tenured colleagues
Personal interaction with peers
Sense of “fit” in one’s department
Intellectual vitality of
Fair and equitable treatment
Dependent variable: Global satisfaction
Note: Included controls for race, gender and academic area. Other cluster composites also included in the regression.
Of the 10 climate factors, STEM women were less satisfied than STEM men with 9, significantly less so with these 5 at the 95% confidence interval.
Significantly lower than white faculty
Socialization: the process by which newcomers transition from being outsiders to being insiders.
Newcomers must learn to adapt
through uncertainty reduction.
Intention to remain
On an index card, list two adjectives that best describe your department’s culture.
Shuffle, redistribute, and read aloud.