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In R, T & P!. College of Health Sciences RT&P Workshop September, 2014. T & P – A bit overwhelming?. We’re here to help!. End in Mind. Understand your pathway to reappointment, tenure, and promotion. Explain the organizational structure of the RT&P packet.

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In R, T & P!

College of Health Sciences

RT&P Workshop

September, 2014

End in mind
End in Mind

  • Understand your pathway to reappointment, tenure, and promotion.

  • Explain the organizational structure of the RT&P packet.

  • Analyze strategies for communicating your work effectively.

  • UW 5-1

    • Designation

  • Appointment

  • College Guidelines

    • Review Process

    • UW 5-1

      • Designation

    • Appointment

  • UW 5-408

    • Review Process

  • Path to reappointment

    Non-Tenure Track Faculty (Clinical Faculty)

    Path to Reappointment

    Path to Reappointment

    Path to extended term

    Extended Term Academic Professional

    Path to Extended Term

    Reappointment Path

    Path to reappointment1

    Non-Extended Term Academic Professional

    Path to Reappointment

    Path to Reappointment

    Extended term ap non extended term ap non tenure track faculty clinical

    • Promotiontimeframe is not tied to years of service.

    • Use academic unit standards to determine readiness.

    Extended Term APNon-Extended Term APNon-Tenure Track Faculty (Clinical)

    Path to Promotion

    The t p map
    The T & P Map

    Division/School Faculty Vote


    College Dean

    College T & P Committee

    University T & P Committee Office of Academic Affairs

    • Trustees’ action

      • Only positive cases forwarded

      • March for first-year cases; May for all others

    • There is no tenure until the Trustees confer it.

    Rule #1A picture is

    NOT worth

    a thousand words!

    • Clearly articulate

      • what you are expected to do,

      • how you do it,

      • how the two are related.

    PORTFOLIO (Packet)

    • Documentation of performance

      • Teaching evaluations (students, peers, administrators)

      • Research record (publications, grants, creative work)

      • Service (UW committees, statewide service,

      • professional organizations)

    • Evidence of progress

      • Job description and expectations

      • Record of previous decisions at all levels

      • Written evaluations by candidate, peers, and administrators

    • External evaluations

      • Letters from outside experts (T&P cases)

      • Letters from former students

    Rule #2Organize



    • Systematically design your packet.

      • Table of Contents

      • Clearly label sections

    What s new in the chs packet
    What’s new in the CHS packet?

    • New Binders/Tabs

      • Some modification to order/location of material

      • Inclusion of UW regulation language

    • New Instructions/Items

      • Job description instructions

        • Encompass period of review

        • Can address changes to job description in essay

    What s new in the chs packet1
    What’s new in the CHS packet?

    • Supporting Documents Section

      • Research/Professional Development Summary

      • Delineate courses by academic semester/year in course list

    • Student evaluations*

      • Student evaluations from past 2 academic years (raw data/comments)

    * See Dean’s memo.

    Rule #3It’s not WHAT you

    say, it’s HOW you

    say it!

    • Attend to details.

    • Insure that all sections are complete.

    Rule #4Prepare your packet

    for the


    • Know your audience.

    • Don’t assume that your colleagues will understand your research, teaching, and service.

    • The further your packet makes it through the system, the less familiar your audience will be.

    • Seek out external feedback.

    Rule #5Balance the Scales!

    • Explain any discrepancies that may be seen in your materials.

    • Respond to faculty/committee feedback.

    • Provide thorough documentation, especially if you have a non-traditional faculty position.

    Rule #6Faculty Essay

    Connect the Dots!

    • Draw connections between your research, teaching, and service performance to:

      • Division/School Mission

      • College Goals & Objectives

      • University Mission/Academic Plan

    How to construct

    the essay

    • Precise and concise statement that “connects the dots.”

      • Remember your audience.

        • It is not about educating your audience about your research.

        • It is about providing evidence of your scholarship.

    Have you addressed these questions about scholarship
    Have you addressed these questions about scholarship?

    • Where am I now?

    • Where am I going?

    • How will the reviewer know I got there?

    • Research plan

    • How does my research contribute to the body of knowledge in my discipline?

    • What is the impact of my research?

    • How is my research novel?

    • What makes my research relevant and meaningful?

    Does your essay do this
    Does your essay do this?

    • Show trajectory … connect the dots.

    • Illustrate how:

      • grants lead to publications?

      • presentations lead to publications?

      • publications lead to publications?

    Does your reflection on teaching do this
    Does your reflection on teaching do this?

    • Explain why you choose teaching strategies and methods?

    • Illustrate how you use feedback (i.e., student, peer, self) to modify and/or retain teaching strategies and methods?

    • Show connections to research- or evidence-based best practice?

    • Show a trajectory of improvement and/or sustained excellence?

    Does your reflection on service leadership and professional clinical practice
    Does your reflection on service, leadership and professional/clinical practice?

    • Provide evidence of contributing to the service mission of the university?

    • Reflect public engagement beyond the university community?

    • Provide evidence of your leadership role in practices and in professional development?

    • Illustrate how your professional or clinical practices are evidence based and ultimately innovative?

    Do you address your professional development
    Do you address your professional development? professional/clinical practice?

    • Workshops you attend

    • Conferences you attend

    • CEUs

    • Other

    Rule #7 professional/clinical practice?

    The early bird

    catches the worm!

    • Keep your packet up-to-date.

    • Make sure your job description is accurate and up-to-date.

      • Job descriptions can be updated on an annual basis.

    Helpful hint for newly minted assistant professors
    Helpful hint for newly minted assistant professors professional/clinical practice?

    • Make a list of important scholars in your field.

    • Make sure it has wide representation and heft.

    • Send them copies of your work as you complete it.

    Rule #8 professional/clinical practice?

    The buck stops


    • Ultimately, you are responsible for your success.

    • So, it is really all about ME in T & P!

    Now What? professional/clinical practice?