Transcript 2007 ANNUAL WORKSHOP - University of Arizona

2015 ANNUAL WORKSHOP
Promotion & Tenure and
Continuing Status
April 16, 2015, Steward Observatory Room N210, 8:00-9:30 AM
For further information, visit
http://facultyaffairs.arizona.edu/promotion
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Agenda
 Introductions
 Preparing for Promotion Reviews
 Overview of Changes to Promotion Dossiers
 The Promotion Review Process
 Peer Reviews of Teaching
 Student Evaluations of Teaching
 Distinctive Aspects of Continuing-Status Reviews
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Introductions
• George Frantziskonis, Co-Chair, P&T Committee
• Wayne Brent, Assoc. Director, Evaluation
Services, OIRPS
• Thomas Miller, Vice Provost for Faculty Affairs
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The Promotion Process Starts
Where the Hiring Process Ends
Department Heads Should
• Use annual reviews to help candidates set goals.
• Help candidates prioritize service commitments.
• Help limit new teaching preparations and align
teaching and research interests.
• Specify criteria and expectations.
• Be precise on areas needing improvement.
• Help candidates articulate their goals and needs.
• Keep good records.
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Candidates Should
• Review and discuss promotion criteria.
• Share your writing with colleagues.
• Talk to senior faculty about how they assess
impact, national standing, and quality.
• Keep an eye out for external reviewers.
• Use annual reviews to
Discuss your program of work,
Set limits and priorities, and
Solicit frank assessments.
• Solicit peer review / classroom observations
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Requesting Delays in Reviews
Submit requests at least one semester before the review.
1. Birth or Adoption
2. Personal Reasons such personal health or
family and partner care
3. Adverse Professional Circumstances that are
beyond a candidate’s control
4. Prestigious External Commitments that take
time away from research
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Promotion and Tenure Reviews
University P&T Committee Co-chair
George Frantziskonis,
Department of Civil Engineering
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Protect the Process to Ensure Fair Reviews
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Follow the P&T guidelines.
Base decisions on stated criteria.
Make sure formats are followed.
Ensure external and internal reviewers are independent.
Use Collaborator Letters from those who are not.
Monitor the review process for fairness.
Consult with your dean or the Provost’s Office on
procedural variations or questions.
• Have committee members sign and date letters.
Explain votes, recusals and abstentions.
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The Promotion Review Process
External Reviews
Department Committee/Department Head
College Committee/College Dean
University Committee/Provost
Dossiers are due in the Provost’s Office January 15, 2016
Selecting External Reviewers
Solicited by the Department Head
or the Committee Chair—if they are not collaborators
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MUST be independent and above candidate’s rank.
Only head or committee chair should contact reviewers.
No more than half from candidate’s list.
Document the selection process.
Use the standard template for requesting letters.
Include all solicited letters.
Put external reviews before collaborator letters.
Submit brief bios of external reviewers, not CVs.
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The Promotion Dossier
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Summary Data Sheet
Candidate’s Workload Assignment
Departmental and College CS&P Criteria (not full guide)
Curriculum Vitae and List of Collaborators
Candidate Statement
Teaching Portfolio (added in 2013)
Evaluation of Teaching: Separate letter on teaching required.
Service and Outreach Portfolio (Optional in P&T Reviews)
Membership in Graduate Interdisciplinary Programs
Documentation for Interdisciplinary Candidates
10. Letters from Outside Evaluators and Collaborators
11. Recommendations from Internal Reviewers
Refer to the Guide for tips on preparing dossiers
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Section 2: Workload Assignment
Prepared by the Department Head
The Workload Assignment should be kept
current and accurate
• Use percentages and define meaning
– 40% teaching, which means ...
– 40% research, which means ...
– 20% service, which means ...
• Must be DESCRIPTIVE, not evaluative.
• Use the template provided in the dossier.
• Electronic signatures are acceptable.
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Sections 4 & 5: Documenting and
Discussing Your Achievements
• Follow the required CV format exactly.
• Get models for CVs and candidate statements.
• Keep records of service and teaching contributions.
• Use the Candidate Statement to
 Characterize your research and teaching goals,
methods, and results;
 Connect with teaching and service dossiers; and
 Thereby demonstrate the impact of your work.
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Representing Your Teaching in Your
Candidate Statement
• Goals:
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What do you try to help students learn,
How do you help them learn it, and
How do you assess their progress?
Guiding Principles
Learning
Motivation
Interpersonal dynamics
• Methods:
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Curricular design
Modes of instruction
Context
Management
• Assessment and Impact:
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In-class student feedback
Peer assessments
TCE reports
Letters from students
Broader contributions
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Section 6: The Teaching Portfolio
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The Candidate Statement sets up the Portfolio.
Instructional materials stay in the department.
List all courses taught in period in rank.
List the funded and pending awards and grants.
Document advising and mentoring.
Describe development activities.
Provide your committee with full TCE forms, student
comments, and the TCE summary sheet.
• Only the TCE summary goes forward.
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Section 7: Evaluating Teaching & Advising
• A peer review letter on teaching is required in addition
to the general department letter:
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Assess instructional materials.
Include observation of teaching.
Review student assessments of teaching.
Discuss other instructional contributions.
• Consult Peer Review of Teaching Protocol, which is
available at http://oia.arizona.edu and now supports
departmental templates.
• Summarize TCE reports and obtain independent student
comments.
• Summary sheet for TCEs goes forward with dossier.
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TCE Consultation and
Support Services
Assistance to faculty accessing and interpreting TCEs.
Consultation with heads or committees on
• Using ratings in annual and performance reviews and
• Revising TCEs to assess curricula and student support.
Contact:
Wayne Brent, Associate Director, Evaluation Services
Office of Instruction and Assessment
[email protected] and 520-621-9488
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What do TCEs Measure?
• Student experiences, perceptions, feelings, selfreflections on their effort and learning, self assessment
on performance and expected grade, self efficacy, etc
• TCE’s can measure student’s perceptions of instructor
and course effectiveness in support of their program
completion and perceived learning.
TCE’s Do NOT
• measure student learning and grades
Service and Outreach Portfolio
• This section is an option for P&T candidates whose
outreach and service is integral to their program of work.
• This section is required for continuing status reviews
that include educational outreach.
• In P&T reviews, these materials remain in departments.
• Consult our Inclusive View of Scholarship Resources
• What to Include?
 Technical reports, research studies, and presentations
 Articles for popular publications and instructional materials,
• What to include in the dossier to document impact?
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Letters from community collaborators noting impact
Letters from university collaborators noting rigor and innovation
News reports on service contributions
Adoptions of programs and materials by other institutions
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Additions to Dossiers?
• Up to February 1, additions may be made (for
example, a major grant or publication).
• However, the addition must be requested by an
administrator or committee chair.
• Additions require re-review at earlier levels.
• Candidate must be informed.
• Candidate must be given chance to respond if the
information is negative (such as poor teaching
evaluations).
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Appeals of Promotion Decisions
• The Provost’s decision may be appealed, as detailed
in UHAP 3.3.02.e and UHAP 4A.3.02.
• Appeals to the President must be made in writing
within 30 days of the Provost’s decision.
• Access to redacted dossier is provided following the
Provost’s Office protocol.
The President’s decision is final, except in cases of
discrimination or unconstitutional violations of due process.
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How Do P&T and Continuing-Status
Reviews Differ?
• CS duties may not fit neatly into the categories
of teaching, research & service.
• Thus, the job description and allocation of time
are even more important.
• Work with your supervisor to align your duties
with your unit’s guidelines for promotion, and
• Make sure to document your contributions to
publications and grants.
• Finally, develop an assessment plan to
demonstrate the impact of your activities.
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Your Job Description Sets Your Baseline
• Explain your contributions in non-technical terms
• Include all job descriptions and note changes.
• Often job descriptions include statements of duties
that are used to assess position effectiveness.
• Duties should be divided into four categories:
 Research/Scholarship/Creative Activity,
 Outreach/Service,
 Teaching/Educational Outreach,
 Program Development can be used to include
administrative activities that may not otherwise be
evaluated for CS&P.
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Specify your Duties Accurately
Workload areas
CALS
CALS
Curator
Librarian
Researcher
Research/scholarly/
creative activity
30%
10%
40%
10%
65%
Classroom teaching
Outreach education / 50%
extension
Program
20%
Development
Service
25%
70%
30%
20%
20%
80%
10%
10%
10%
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Document Your Impact
• Use the Candidate Statement and Service/Outreach
Portfolio to discuss how your work affects others.
• Specify what external reviewers need to understand.
• Enlist outside reviewers who do related work.
• Provide the brief bios to your head or committee chair.
• Describe your relationship to them.
• Discuss soliciting collaborator letters to document the
impacts of your work.
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