Transcript Recruiting and Selection - IFAS Office of Human Resources

2014
Tenure and Promotion Workshop
Policy and Procedures Overview
Agenda
 Definitions
 Time in Rank
 Criteria
 Process Timeline
 Tenure Progress
Assessment
 Packet Assessments
 Formal Review of
Packets
 Preparing your Tenure
and Promotion Packet
 On-line process
What is Tenure?
 End of the probationary period
 Qualified right to continuous employment
 Available to qualifying faculty
 Subject to certain requirements initially and
throughout employment
 Requires distinction in at least two areas
 Granted by the Board of Trustees following the
completion of all requirements
What is Promotion?
Promotion
is the official conferring of
faculty-ranked titles
State faculty titles
• Assistant Professor
• Associate Professor
• Professor
Recognizes
distinguished performance
What is Distinction?
 “Distinction” is defined by faculty in the department
and college.
 Significant effort as well as demonstrated excellence
and effectiveness in the faculty member’s primary
area of assignment.
Non-tenure Track Promotion
Criteria for non-tenure track promotion is relevant to
the performance of the work that the faculty member
has been assigned
Non-tenure Track Promotion
 The same promotion procedures are followed as
tenure track
 Exception – Final promotion decision made by
Senior Vice President for:
 Assistant
In series
 Courtesy faculty
Time in Rank
 Tenure – Nominated by seventh academic year of
full-time service (the beginning of the last year of
the tenure probationary period)
 Extension to seven years recently adopted
 “When ready” – Consideration may be given prior
to the end of the probationary period if the
candidate’s record is ready (a determination made
by the faculty member in consultation with the
chair)
Time in Rank
 Promotion – Generally, six or seven years of
work minimum for promotion to next rank
 The “when ready” standard applies
Criteria
 Quality of scholarship -- teaching,




research, extension
Research or other creative activities
Distinction in your program areas
Effective working relationships with
clientele and colleagues
Above average performance appraisals
Process Timeline
 Spring – IFAS workshops
 Late Summer – Unit deadlines for submission,
assessments, external review
 July – Draft copy due to IFAS Human Resources
 August – Packets due on-line
 October – IFAS T/PS/P Committee and IFAS
deans review
Process Timeline – continued
 December – IFAS Deans make
recommendation to President
 January to March – UF Academic
Personnel Board review
 April / May – President’s review and
recommendation to Board of Trustees for
tenure
Process Timeline – continued
 May – Candidates notified of status
 July 1 – Tenure effective
 July 1 – Promotions effective, but has
varied
Assessment Process for Units

Tenure and Promotion – assessments are
separate

Tenure:


tenured faculty in the tenure department assess
tenured faculty at the research center assess,
regardless of discipline, but only once (with the
tenure department)
Assessment Process for Units
 Promotion:
 faculty
at a higher rank in the tenure department
assess
 faculty
at the research center at a higher rank
assess, regardless of discipline, but only once
(with the tenure department)
Assessment Process for Units
 Although the final tally of assessments is public,
individual assessments must be kept confidential
 Assessments are based on information in the packet
IFAS Review of Packets
 IFAS T/PS/P committee reviews all
packets
 12
members at the Professor or Agent IV level
 Representative of state and county faculty
 Six are elected by IFAS faculty
 Six are appointed by the Senior Vice
President
 Serves in fact-finding, consultative role to the
IFAS deans
 Complete an individual assessment included
on the nominee cover sheet
 Confidential discussion
Review of Packets
 Deans review, determine support, and prepare
letter
 All packets forwarded to University
Administration unless withdrawn by the
applicant in writing
 UF Academic Personnel Review Board reviews;
IFAS has one representative
Review of Packets
 Academic Personnel Board provides
assessment to the President
 Promotions -- President makes final decision
except Assistant In series
 Tenure -- Board of Trustees makes final
decision based on President’s
recommendation
Feedback to candidate
Department
/ Center assessment
Unit leader support / letter
IFAS committee individual assessment
Dean support / letter
What Happens if Tenure is Not Supported
 If tenure is not supported by either the Deans
or the Academic Personnel Board:

Candidates not at the end of the probationary
period may withdraw the packet and resubmit
when appropriate.

Candidates at the end of the probationary
period may withdraw the packet and resign or
allow the packet to be forwarded.
What Happens if Tenure is Not Supported

If tenure is not supported by the President, a letter
of non-renewal is issued by IFAS

Candidate may choose to withdraw the tenure
packet at any time prior to the President’s decision
Promotion
Faculty members who have been granted tenure,
may withdraw the promotion packet any time in
the process.
Third-Year Progress Assessment
 Third academic year
 Assess progress towards tenure
 Participation is required
UF Regulations
Related
to Tenure, Permanent Status and
Promotion:
• UF-7.025
• UF-6.009
• UF-7.019
On
the web at http://regulations.ufl.edu/
Unit Deadlines
 Department and Center deadlines are different
(earlier) than IFAS HR deadlines
 Check with your unit leader(s) to make sure you are
on time
Follow-up and Feedback
 IFAS Human Resources is responsible for
the T/PS/P process. Contact us with
procedural questions.
 Questions regarding unit timelines, content,
criteria, etc. – contact your Chair/Director
 Candidates are notified of packet status at
key stages
 IFAS Human Resources website http://personnel.ifas.ufl.edu/
The Packet
 The packet is your means of presenting
accomplishments for Tenure/Promotion
consideration
 Review the Provost’s Memo when distributed
Questions?
The Packet
Preparing the packet
The Teaching Section
 Faculty submitting packets in 2014 can use either
existing guidelines (implemented in 2009) or
proposed guidelines (planned implementation for
2015)


Current guidelines – IFAS HR website
Proposed guidelines – contact Susan Hudson
 Organize this section to be as easy as possible for the reader
– help us make the case for your promotion and/or tenure.
Use summary tables and bulleted lists wherever possible.
The Teaching Section
 Revised CALS guidelines in brief:
 Section 9: educational goals and activities
 Section 10: student and peer evaluations
 Section 11: evidence of achievement and impact
 Section 12: graduate committee activities
Section 9.A. Educational Program
What is a Teaching/Educational Program?
Teaching Program – Addresses an educational need
at the undergraduate and/or graduate levels
9.A.1. Statement of context for your teaching
 Similar to Extension, this should be a succinct overview
of your program rationale.
 Answers the questions: “Why is my teaching important?”
and “What is my intended outcome/impact?”
 Should be easy to understand. Examples: “Introductory
level courses in my field are critical for students finding
us as a major.” Or: “My teaching and education program
is intended to introduce students from a wide range of
majors to my field and its central tenets.”
9.A.2. Teaching philosophy
 Brief statement of your philosophy in teaching, what
you hope to accomplish and why, for undergraduate
and/or graduate students
 Could include advising and mentoring as well as
more formal teaching
9.A.3. Educational Goals
 Succinct statements of your own personal
goals in teaching (not overall program goals or
specific course learning outcomes)
 Measurable
Section 9.B. Instructional Activities
 Activities that support your educational goals
 Includes courses, curriculum development, scholarship
of teaching and learning, advising, mentoring, etc.

NOTE: do not include master’s and doctoral research as ‘courses
taught’ or ‘individual studies’
 Include headings only for the activities you are involved
in
 Use summary tables as outlined in the guidelines
Section 10: Teaching Evaluations
 A. Student evaluations – this section will
automatically populate
 Insert a summary table as directed in the guidelines
before the course evaluations
 B. Peer evaluation – insert the peer evaluation
narrative
Section 11 Education Portfolio
 Opportunity to provide evidence of achievement of
education goals and describe measures taken to
improve teaching
Section 11.A. Educational Portfolio
 For each goal in Section 9.A.3 describe your
approach and evidence of progress/achievement
 Evidence could be student work, results of surveys,
pre/post testing, etc.
Section 11.A. Example 1
 Goal: Students in natural resources fields will be able
to describe the importance of water quality.
 Approach: Give guest lectures annually on water
quality in five large introductory classes.
 Evidence: Student survey at end of semester, and
student response to midterm exam question
Section 11.A. Example 2
 Goal: Students from urban areas will gain familiarity
and increased comfort in natural settings.
 Approach: Advise student club and lead field trips,
teach a lab with field component.
 Evidence: Photos of students in the field, student
comments on end of course evaluation, email
testimonials from students in the club.
Section 11.A. Example 3
 Goal: Students will use creative design skills to solve
environmental problems
 Approach: Case study examples and field trips
 Evidence: Students design a landscape for a school
or community project
Section 11.B. Educational Portfolio
 Teaching-related improvement activities – brief
narrative or bulleted summary
Section 12 Graduate Committee Activities
 This section will automatically populate with
graduate student committee activity
Extension Program Section
Expectations
 Excellence in teaching
 Innovation
 Engagement
 Scholarship
 Funding
 Documented impact
Why
 If you have an extension assignment, it is a major
component of your job
 You will not receive tenure or promotion without
sufficient documentation
 Must show excellence
Introduction to the Extension Section
 This description should delineate the major
program areas of your assignment
 Provide a percentage breakdown of each
 Organize this section to be as easy as possible for
the reader
What is Extension Program?
Program – Addresses a ‘gap’
Each program(s) you discuss should contain:
1.
2.
3.
4.
5.
Program title
Situation statement
Program objectives
Educational methods
Program accomplishments/impacts
Section 1 - Program Title
 Example: “Improving the Quality of Beef Cattle and
Forage”
 Example: “Improving Nutrition of Senior Citizens”
 Example: “Improving Water Quality – A Watershed
Approach”
 Be as descriptive as possible - don’t just state “Beef” or
“Foods and Nutrition”
Section 2 - Situation
 This should be a succinct overview of the program
rationale.
 Answers the questions: “Why is this important?”,
“Who is the intended audiences)?” and “What is
intended outcome/impact?
 Should be easy to understand.
Section 3 - Program Objectives
 Succinct statements of the major intended
outcome of the program
 Measurable
 Can be change in knowledge, practices,
economic status, etc.
 Should be an obvious link with the situation
statement
Section 4 - Educational Methods
 Delineate the nature and extent of the educational
methods
 Examples: number and type of meetings, ISTs,
newsletters developed, demonstrations held, etc.
Section 4 - Educational Methods (continued)
Summarize information from other parts of the packet as
follows:
Related work reported in other sections (2008-2013)
Creative Works (15)
Refereed Journal Articles (2)
Newspaper articles (25)
Extension Publications in EDIS (12)
Extension Presentations (14)
Field Days (4)
Seminars and Workshops (15)
Grants and Contracts ($50,000)
In-service training for agents (3)
Section 5 – Accomplishments / Impacts
 Quantifiable and clear
 Results
Number of people
 Number satisfied

 Impacts
Knowledge increase
 Practices adopted
 Change in status:
 economic
 social
 environmental

 Explain the scholarship (knowledge,
integration, application)
 Should answer the question – so what?
Other Programmatic Efforts
State significant program activities that do not fit within the
listed job duties
Questions about the
Extension section?
Preparing the rest of the
packet
Need Help?
Please contact us!
 Unit Leader
 Mentoring Committee
 Program Leader
 IFAS Office of Human Resources
Susan Hudson
Mary Anne Morgan
352/392-4777