DOSSIER WORKSHOP

1. DOSSIER WORKSHOP 1st and 2nd Year Retention October 7, 2005 Eileen Barrett Faculty Center for Excellence in Teaching

2. SEVEN BASIC TIPS FROM SUE SCHAEFER • START NOW & DON’T STOP • APPEARANCES COUNT • FOCUS ON THE DOCUMENTS • EXPLAIN • USE PROBLEMS POSITIVELY • ASK FOR ADVICE • DON’T DRAW CONCLUSIONS

3. Two Part Workshop • Part 1: Tips for Compiling Your Retention Dossier due November 10th • Part 2: Strategies for Gathering Evidence and Developing Your Dossier for Future PTR Cycles

4. Part 1: Tips for Compiling Your Retention Dossier Due: Thursday November 10th

5. I Just Got Here. Why is My Dossier Due so Early?

6. Recommendation of AAUP • 13. 11 The President shall notify a probationary faculty unit employee who has served fewer than (2) years of probation of the final decision on retention no later than February 15. Collective Bargaining Agreement (CBA).

7. Start Now • Collect and save things you might want to include such as • Letters or emails about your teaching • Professional correspondence • Materials relevant to service

8. APPEARANCES

9. Invest in nice binders & put your name on all sides Include an index of all materials in the dossier Organize your materials within the 5 categories: degree, instructional, professional, internal service, external service Use legible font Use readable tabs, plastic covers, clean materials Invite your audience to read your materials

10. FOCUS ON THE DOCUMENTS • Read and refer to the Promotion, Tenure, and Retention (PTR) document • Review your Personnel Action File (PAF) and each year’s retention letters • Be aware of the expectations & criteria (see 4.0 general; see 5.0 retention) • Know that instructional (1) and professional (2) achievement have highest priority • Understand the profile approach (See 1.0 Introductory Statement) • Check the deadlines

11. Maintained by The Office of Academic Affairs Designated Custodian: Provost & Vice President of Academic Affairs Call to schedule an appoint to review your PAF Warren Hall 945, 885-3711 PAF PERSONNEL ACTION FILE (PAF)

12. #1 WPAF #2 WPAF (Dossier) Working Personnel Action File (WPAF)

13. EXPLAIN • Know your audience; anticipate what they must do • Be aware that they include your Department Committee, your Chair, your Dean, the Provost, the President (& might include the College & University committees) • Explain what you include to this audience • WRITE THEIR LETTERS FOR THEM

14. WRITE A COVER LETTER • Use department letterhead • State what you’re applying for • Follow the format your readers will use • Mention your degree • Describe your instructional goals& achievement • Describe your professional goals & achievements • Describe your contributions, interests, & goals for internal and external contributions WRITE THE LETTER FOR THEM

15. Use What You Have • Update your job application letter • Update last year’s cover letter • Include or describe your probationary faculty plan • Revisit your teaching philosophy • Put in writing what you said in your job interview

16. INDEX, C.V., & DEGREE • Index should identify everything you include in the dossier (for your protection) • Submit a copy to your PAF • Use Index as a Table of Contents • Include an up-to-date c.v. • Include a copy of your terminal degree or transcript showing completion of the degree

17. Instructional achievement • Include a range of evidence (see PTR document 4.1.2) of materials • Include evidence of student learning • Recognize that instructional achievement is the first category • If you have one, begin with a summary or teaching philosophy that highlights what you’d like the reviewers to notice

18. I Just Got Here! I have no evidence of instructional achievement.

19. Course Materials • Course Syllabi • Sample class plans or assignments • Sample class handouts • If you have been given credit, material from previous institution

20. Classroom evaluation • Informal classroom assessment techniques • baseline assessment of student learning • informal, anonymous questionnaires about teaching & learning in the course • Snapshot assessment of daily learning, for example, the muddy point activity Invite a Colleague to Visit a Class

21. Professional Achievement • Begin with a summary of your accomplishments that highlights what you’d like the reviewers to notice • Tie your professional to your instructional achievement • Outline your research agenda • Refer to PTR section 4.1.3

22. Internal Contributions & External Service • Begin at the department level • Tie service to your interests • Work with a student club • Organize an activity for students • Assist your colleagues with activities • Assist with Al Fresco, 1st year convocation, Honors ceremony • Document work with local, state, national, or international organizations

23. THINGS TO KEEP IN MIND

24. Ask for advice • Consult with your mentors both in and outside the department • Ask your chair and dean for advice • Come to faculty development • If there is a difference of opinion, defer to those who are part of the decision making process

25. Don’t draw conclusions • Never say, ‘I deserve retention because . . .’ • Let your reviewers draw their own conclusion • But make that positive conclusion as easy for them to draw as possible

26. Use problems positively • Address concerns raised in prior retention letters • Demonstrate desire to improve by seeking help & attending faculty development • Describe how you have solved any problems; show your new pedagogy • Stay positive

27. Enjoy the process • See the process as an opportunity for professional reflection • Take pleasure in all your accomplishments • Set some professional goals • Share the experience with colleagues • Come to the faculty development pizza party • Don’t sweat the small stuff!

28. Part 2: Strategies for Gathering Evidence and Developing Your Dossier For Future PTR Cycles

29. Start Now & Don’t Stop • Tenure is a cumulative process; it recognizes accomplishments & anticipates your future contributions. Promotion recognizes accomplishments • Include an up-to-date and complete c.v. • Exclude redundant materials; include recent versions of work • Use evidence to show your ongoing development & achievements

30. Figure Out What Matters • Talk to everyone • Learn the department, college, campus culture • Attend some faculty socials • Find your own mentors • Make appointments to visit your chair and dean

31. Figure Out What Doesn’t Matter • Divide your time equally among • teaching • networking • research, scholarly, or creative activity

32. Tips for documenting instructional achievement --Tie your philosophy to Department, College, or University mission, & our unique student population. Emphasize work at CSUEB. --Explain how your course goals support the goals and objectives of relevant curriculum --Mention how your participation in teaching workshops & other activities informs your development as an instructor --Address any concerns from previous reviews --WRITE WITH YOUR READER IN MIND

33. EVIDENCE OF MULTIPLE LEVEL & INTERDISCIPLINARY, & SELF-REFLECTIVE TEACHING MIGHT INCLUDE • RANGE OF UNDERGRADUATE COURSES • RANGE OF GRADUATE COURSES • RANGE OF FORMATS—LARGE LECTURE, MID-SIZE LECTURE/DISCUSSION, SEMINAR, ONLINE OR PARTIALLY ONLINE • REVISIONS OF FREQUENTLY TAUGHT COURSES • THEMATICALLY LINKED CLUSTER MATERIALS • COLLABORATIVE WORK WITH DEPARTMENTAL, COLLEGE, AND UNIVERSITY COLLEAGUES • ATTENDANCE AT DEPARTMENTAL, UNIVERSITY, SYSTEM OR PROFESSIONAL FACULTY DEVELOPMENT WORKSHOPS

34. EVIDENCE OF ADVISING STUDENTS MIGHT INCLUDE • RECORDS OF OFFICE HOURS • RECORDS OF ADVISING SESSIONS • SAMPLE EMAIL RESPONSES TO STUDENTS • INDEPENDENT STUDIES, INTERNSHIPS, & THESES • SUPERVISION OF STUDENTS’ PRESENTATIONS OR PERFORMANCES AT CONFERENCES, FESTIVALS, GALLERIES, MEETS, etc. • SAMPLE LETTERS OF RECOMMENDATION • WORK WITH STUDENT GROUPS • ASSISTANCE WITH STUDENTS’ CAMPUS FUNCTIONS • MENTORING OF STUDENTS

35. EVIDENCE OF CLASSROOM TEACHING • ICE BREAKING ACTIVITIES THAT CREATE RAPPORT AMONG STUDENTS • DESIGNS FOR GROUP WORK AND PROJECTS • ORGANIZED ROLE PLAYING, DEBATES, & PERFORMANCES • STUDENT GENERATED ACTIVITIES & PROJECTS • GUIDELINES FOR PEER EVALUATIONS • STUDY GROUPS AMONG STUDENTS • USE OF BLACKBOARD DISCUSSION GROUPS

36. EVIDENCE OF CLASSROOM TEACHING • INSTRUCTIONS & STRATEGIES FOR NOTE TAKING • OUTLINES OF LECTURES THAT SHOW TIME FOR REFLECTION AND QUESTIONS • WRITING TO LEARN ACTIVITIES • STUDENT PRESENTATIONS • LAB ASSIGNMENTS & ACTIVITIES • FIELD TRIPS, MUSEUM VISITS • PERFORMANCE ACTIVITIES • RESEARCH ASSIGNMENTS • COURSE PORTFOLIO PROJECTS • SELF REFLECTIVE LEARNING JOURNALS

37. EVIDENCE OF CLASSROOM TEACHING • SCHEDULE OF GRADED WORK • SAMPLE DIAGNOSTIC OR BASE-LEVEL TESTS • SAMPLE QUIZZES, TESTS • GRADING RUBRICS FOR VARIOUS ASSIGNMENTS • COMMENTS ON LECTURE NOTES, READING JOURNALS, AND LAB ASSIGNMENTS • CUMULATIVE COURSE PORTFOLIOS • SELF EVALUATION ACTIVITIES • SAMPLE COMMENTS ON STUDENT WORK • SAMPLE STUDENT PROGRESS REPORTS

38. EVIDENCE OF CLASSROOM TEACHING • COURSE GOALS AND REQUIREMENTS • USE OF MODELS OF STUDENTS’ BEST WORK • RECOMMENDED READINGS AND ASSIGNMENTS • EXTRA CREDIT ACTIVITIES • ENCOURAGING STUDENTS TO JOIN PROFESSIONAL ORGANIZATIONS & ATTEND CONFERENCES • VISITS FROM FORMER SUCCESSFUL STUDENTS & LEADERS IN THE FIELD

39. EVIDENCE OF CLASSROOM TEACHING • RULES FOR RESPECTFUL CLASSROOMS • DIFFERENT TESTING OPTIONS • ASSIGNMENTS THAT TEST DIFFERENT SKILLS • USE OF VISUAL, AUDIO, AND WRITTEN MATERIALS • ACTIVITIES RELEVANT TO THE DIVERSITY OF THE STUDENTS • ATTENTION TO ACHIEVEMENTS OF WOMEN AND PEOPLE OF COLOR IN THE DISCIPLINE • POLICY ON STUDENTS WITH DISABILITIES

40. PEER EVALUATIONS • SUMMATIVE EVALUATIONS FROM COLLEAGUES WHO VISIT YOUR CLASS • FORMATIVE EVALUATION FROM FACULTY DEVELOPMENT • LETTERS FROM COLLEAGUES IN WHOSE CLASSES YOU HAVE PRESENTED • LETTERS FROM COLLEAGUES WITH WHOM YOU HAVE SHARED SYLLABI, ASSIGNMENTS, OR COLLABORATED IN OTHER WAYS

41. STUDENT EVALUATIONS Impartially administered student course evaluations with tabulated results from Office of Assessment & Testing unedited summaries of student comments Unsolicited letters from students Unsolicited emails with substantive comments from students Informal feedback on student learning

42. Tips for Documenting Professional Achievement • Set professional goals • Balance teaching, networking, and scholarship/research

43. Outline your Research Agenda • Apply for new faculty and other internal grants • Revisit your dissertation • Collaborate with colleagues • Join a writing circle • Visit research and sponsored programs • Get a clear idea of expectations

44. Internal University Contributions • Begin with a summary of your departmental, college, and university service • Tie service to pedagogical & professional interests • Include evidence when appropriate of your particular contributions to committees

45. External Representation • Summarize your community service • Show its relevance to your discipline • Connect your community service to our students

46. Sue Schaeffer’s Tips for University Service • One Day Wonders • Al Fresco • Commencement • Orientation • Honors Convocation • Graduate Recruiting

47. More from Sue • Use your skills Second language fluency-let colleagues know • Guest lecture, student clubs, international students, study abroad, translation, greeting visitors to campus Music, Art, Technology • Design logos, or flyers, create web sites

48. Sue Schaeffer’s Creative Tips for External Service • Have your church/temple host a CSUH student group • Bring the soccer team you coach to campus • Arrange a campus tour for the school your children attend or that’s in your neighborhood • Invite your reading group to a campus event

49. Celebrate your accomplishmentswith your colleagues! • Come to the Faculty Development Pizza Party • Nov. 2 & 3, • from 11:30-1:30