Tenure-Promotion Application and Review

1. Tenure-Promotion Application and Review Art Spisak & Mary Lynne Golden, Provost’s Office Helen Reid & Julie Masterson, CHHS Dean’s Office May 4, 2010

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. Departmental Criteria Charts

13. 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)

14. 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

15. 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

16. 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.

17. 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

18. 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)

19. 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!

20. CHHS Materials Preparation Workshop June, 2010 Details forthcoming

21. Comments? Questions?