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College of Liberal Arts & Sciences

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College of Liberal Arts & Sciences

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  1. College of Liberal Arts & Sciences REAPPOINTMENT WORKSHOP Nancy A. Gutierrez Spring 2014

  2. Faculty File

  3. Faculty File • Curriculum Vitae • Personal Statement • Appendices • Scholarship–all relevant articles, books, book contracts, publication acceptances, grant reviews, etc. • Teaching Contributions – syllabi, peer reviews, etc. • Service Contributions - appointment letters, etc.

  4. Curriculum Vitae A detailed synopsis (catalogue) of your background, skills and contributions to scholarship or discovery, teaching and professional service/ engagement.

  5. Curriculum Vitae

  6. Definition of Personal Statement The personal statement is the faculty member’s opportunity to put into context his or her scholarly/creative work, teaching and service contributions. The personal statement thus address all three of these areas.

  7. Definition of Personal Statement The narrative is a coherent document, with an organizing thesis, much like any scholarly paper. To this end, each section is part of a whole, and each appendix is evidence for the assertion in the narrative. In order to be useful in the context of RPT review, the narrative should be as concise as possible. In total the narrative should not be more than eight pages.

  8. Definition of Personal Statement The personal statement is the history (story) of your intellectual development—past, present, and future.

  9. Criteria for Reappointment as an Assistant Professor • Effective teaching • High quality research/creative activity • Appropriate service contributions at the unit level • Projected growth as a teacher, scholar, and university citizen that shows promise of satisfying criteria for promotion to associate professor with conferral of permanent tenure.

  10. Purpose of Personal Statement • Tells a story about who you are as a contributing faculty member to the institution and to your discipline • “What work have I done?” • Why are these activities/ products significant?” • Are these activities inherently • intellectual?

  11. Personal Statement:Definition • Makes an argument: I am making appropriate progress towards tenure and promotion; my record is tenurable and/or promotable. • Addresses the three traditional areas of review: research/creative activity; teaching; professional service • Is written in the first person • Is organized according to guidelines provided by the department or college (VI. Academic Personnel Review Process)

  12. Research/Creative Activity Research or other creative work, with some indication of their impact, including but not limited to peer-reviewed publications, juried exhibitions, patents, software, digital resources including internet-delivered projects, performances, presentations of scholarly papers, plenary addresses, research awards, and successful grantsmanship (as defined by the department). Evidence that the work is of high quality and is part of the candidate’s ongoing agenda. Trajectory for scholarly and creative activities is important.

  13. Research/Creative Activity • Define/describe your areas of interest • How does it (do they) fit into your department/program initiatives? • Into the college mission? • Into the future directions of UNC Charlotte? • Of your larger discipline/field? • Of your own intellectual development?

  14. Things you should doResearch/Creative Activity • Explain why your subject/research questions are interesting • Explain the impact of your work • Demonstrate how you are visible in your field • Provide evidence for each of your assertions

  15. Teaching (orInstructional Contributions • Teaching as it relates to classroom teaching, direction of theses and dissertations, academic advisement, and extension programs. Evidence of competence and currency in subject matter, of proper organization and design of courses taught, of ability to present the subject matter in an interesting and clear manner that is appropriate for students at the level for which that course is designed. Where appropriate, evidence of effective advising, effective direction of student research, and expertise in development of curriculum. Evidence that teaching contributions are effective in light of the Department’s teaching mission.

  16. Teaching (orInstructional Contributions • Define/describe how your teaching activities contribute to the Department/College mission • Narrative includes the following: • Goals/Philosophy • Strategy/ Strengths/ Development • Evaluations • Future Directions • Teaching Enrichment

  17. Professional Service Service as it relates to University, community, and profession. At the University level this includes evidence of high quality contributions to academic development and governance. At the community level this is most often based on professional expertise in areas related to the University’s public- service objectives. At the professional level this is based on the leadership roles within professional organizations or the discipline as a whole.

  18. Professional Service • Again, tell a story, but remember that you want to stress how your unique expertise is brought to bear on any service you do— • To department, college, and university • To discipline on local, regional, national, and international levels • To community (“engagement”)

  19. Impact of these products/activities? • On your unit • On your college • On the university • On your disciplinary/interdisciplinary field(s) • On the local and global community

  20. Things you should do • Examine the mission of your unit, college, university • Place your institutional research/creative activity, teaching and service within these missions

  21. Things you should do Remember that your statement will be read by non-experts in your field, as your file leaves your unit (college committee, dean, provost, and possibly the chancellor and /or the Board of Governors).

  22. Things you should do Remember that your statement will be read by non-experts in your field, as your file leaves your unit (college committee, dean, provost, and possibly the chancellor and /or the Board of Governors).

  23. Things you should do • Ask a colleague who is not in your field to read your statement and critique it for you—well before your file is due! • Ask your chair (or a senior colleague in your unit) to read your statement and critique it for you—well before your file is due!

  24. Things you should do Document each of your assertions.

  25. Things you should avoid • NOT telling a story, but cataloguing your contributions, just as you have done on your CV(i.e. making a grocery list) • Using language that only your disciplinary colleagues can understand • Garrulity • Terseness

  26. Things you should avoid Ignoring areas in that might be perceived as weaknesses (for example, a dip in productivity, lower-than-average teaching evaluations, limited departmental service, etc.). These should be placed in context.

  27. Models The website contains models from current College faculty, who have successfully completed the review process. None are perfect. Read to understand what kind of different strategies you can use!

  28. Important URLS • For CLAS RPT Documentation: