Transcript DOSSIER WORKSHOP - California State University, East Bay

DOSSIER WORKSHOP
3rd, 4th, & 5th Year Retention
Eileen Barrett
Office of Faculty Development
12-07-06
Tips for Compiling Your
Retention Dossier
Due: January 15th
SEVEN BASIC TIPS FROM
SUE SCHAEFER
1.
2.
3.
4.
5.
6.
7.
START NOW & DON’T STOP
APPEARANCES COUNT
FOCUS ON THE DOCUMENTS
EXPLAIN
USE PROBLEMS POSITIVELY
ASK FOR ADVICE
DON’T DRAW CONCLUSIONS
1. 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.
• Use selected evidence to show your
ongoing development & achievements
• Include a narrative that explains & directs
the reader to appropriate evidence
FOCUS & SUBSTANCE
• Exclude redundant material
• Use representative instructional materials
• Include substantive evidence of student
achievement
• Include recent versions of scholarly work
• Make the dossier lean & mean
2. APPEARANCES
Typical size would be two binders
and a third for student evaluations
+
APPEARANCES
• Use between one and three binders & put your
name on all sides (remember: focus &
substance)
• 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, clean materials
• Use readable tabs, use 4.0 numbering
• Invite your audience to read your materials
3. FOCUS ON THE DOCUMENTS
• Read and refer to the Promotion, Tenure, and
Retention (PTR) document
– Be aware of the expectations & criteria (see 4.0
general; see 6.0 tenure; 8.0 promotion to associate;
9.0 promotion to full)
– Know that instructional (1) and professional (2)
achievement have highest priority
– Understand the profile approach (See 1.0 Introductory
Statement)
– Check the deadlines
• Review your Personnel Action File (PAF) and
each year’s retention letters
PERSONNEL ACTION FILE (PAF)
• Maintained by The Office
of Academic Affairs
• Designated Custodian:
Provost & Vice President
of Academic Affairs
• Call to schedule an
appoint to review your
PAF (before Feb. 1)
• Ms. Gina Traversa
• Warren Hall 945, 8853714
PAF
Working Personnel Action File
(WPAF)
• #1 WPAF
• #2 WPAF (Dossier)
Promotion, Tenure, and Retention
Policy and Procedures Document
Explains the policies and procedures
Describes the criteria for retention, tenure, and
promotion
Suggests the kinds of evidence that support
instructional & professional achievement,
internal & external service.
Conforms to the Collective Bargaining Agreement
(CBA) between Cal State University (CSU) and
California Faculty Association (CFA)
Is governed by the Academic Senate and
approved by the President
The PTR document is available
• Online at the Senate Office
http://www.csueastbay.edu/senate/document
s/PTR%20doc%20as%20amended%20by
%2005-06%20FAC%204.pdf
PTR for Librarians is governed by a
separate document
4. 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 the evidence you include to this
audience
• WRITE THEIR LETTERS FOR THEM
Write a cover letter, introductory
statement, or narrative
• Consider using 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
Use What You Have
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Update last year’s cover letter
Highlight & summarize key evidence in each
category
Include or describe your probationary faculty
plan
Revisit your teaching philosophy
Mention your publications
Don’t draw conclusion; point to the evidence so
that the readers can draw the conclusion
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
Instructional achievement
• If you have one, begin with a summary or
teaching philosophy that highlights what
you’d like the reviewers to notice
• Include a range of evidence but be
selective
• Include evidence of student learning
• Recognize that instructional achievement
is the first category
Tips for teaching narrative or
philosophy
• Describe your approach & style of teaching
• Explain how your course goals support the goals
and objectives of relevant curriculum
• Describe your development as an instructor
• Tie your philosophy to Department, College, or
University mission, & our unique student
population
• Address any concerns about your teaching from
previous reviews
• Write with your reader in mind
BREAK TIME!
Evidence of 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 courses
• Revision of frequently taught courses
• Incorporation of assessment and general
education objectives
Evidence of student learning might include
• Designs for group work and group projects
• Organized role playing, debates, &
performances
• Students’ projects and papers
• Guidelines for assignments
• Use of Blackboard discussion groups
Evidence of advising & teaching beyond the
classroom might include
• Logs of student visits to office hours
• Independent studies, theses
• Supervisions of students’ presentations or
performances at conferences, festivals,
galleries, meets, etc.
• Sample letters of recommendations
• Work with student groups & students’
campus functions
• Involvement in mentoring programs
EVIDENCE OF CLASSROOM
COLLABORATION
• 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
FOCUS & SUBSTANCE
• The above mentioned materials can be
described in your cover letter or
instructional summary rather than included
• Avoid padding the dossier
• Describe how you integrate your teaching
with your professional achievement and
service whenever possible
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
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
Informal class evaluation
• Informal, anonymous questionnaires about
teaching & learning in the course
• Snapshot assessment of daily learning; for
example, the muddy point activity
• Final student self-evaluations about
learning
Professional Achievement
• Begin with a summary of your accomplishments
that highlights what you’d like the reviewers to
notice
• Explain how you are meeting your research,
scholarly, and creative goals
• Tie your professional to your instructional
achievement
• Write to help your supporters make the best
case for you
• Refer to PTR section 4.1.3
Documenting Professional
Achievement
• Scholarly books or papers published in
professional journals
• Creative and professionally reviewed
performances or creative exhibits
• Publications that are considered credible within
the intellectual community
• Unpublished scholarship or work in progress
• Conference presentations
Evidence might include
Articles submitted to a scholarly journal.
Published textbooks and other published instructional materials.
Scholarly activities funded by grants.
Submitted grant proposals.
Research reports or scholarly papers presented at conferences,
colloquia, and other professional forums.
Additional Evidence includes
Participation in professional meetings as a discussant,
committee member, or organizer of colloquia/seminars.
Service as a reviewer, an editor, a speaker, an officer of a
professional organization, or a consultant.
Publication of expository material in a newspaper, journal,
or on a refereed web site.
Scholarly awards and honors.
Consider a Research Agenda
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Apply for internal and external grants
Revisit your dissertation
Collaborate with colleagues
Join a writing circle
Visit research and sponsored programs
Get a clear idea of expectations
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
External Representation
• Summarize your community service
• Show its relevance to your discipline
• Connect your community service to our
students
Sue Schaeffer’s Tips for University
Service
• One Day Wonders
– Al Fresco
– Commencement
– Orientation
– Honors Convocation
– Graduate Recruiting
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
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
THINGS TO KEEP IN MIND
5. USE PROBLEMS POSITIVELY
• Address concerns raised in retention
letters
• Demonstrate efforts to improve—
workshops, observations in teaching;
publications and presentations in
professional
• Describe how you have solved any
problems; show your new pedagogy
• Stay positive in tone
6. ASK FOR ADVICE
• Ask your chair and dean for advice
• Consult with your mentors both in and outside the
department
• Talk to colleagues who have successfully navigated the
process
• Ask trusted colleagues/friend to read your materials
• We are happy to review your letters and materials in
one-on-one consultations through Faculty Development
• If there is a difference of opinion, defer to those who are
part of the decision making process
7. DON’T DRAW CONCLUSIONS
• Never say, ‘I deserve tenure because . . . ‘
• Let your reviewers draw their own
conclusion
• But make that positive conclusion as easy
for them to draw as possible
Focus and Substance
• Weed out redundant
materials
• Stay lean & mean
• More than
Is often a
Enjoy the process
• Take pleasure in all your accomplishments
• See the process as an opportunity for
professional reflection
• Set some post-tenure professional goals
• Share the experience with colleagues
• Come to the faculty development pizza
party
• Don’t sweat the small stuff!
Celebrate your accomplishments
with your colleagues!
• Come to the
Faculty
Development Pizza
Party, Tues. &
Wed.
• January 9th & 10th
• from 11:30-1:30