Recruiting and Selection - IFAS Office of Human Resources
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Transcript Recruiting and Selection - IFAS Office of Human Resources
2015
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 27 – Draft copy due to IFAS Human
Resources
August 10 – Packets due on-line
November – 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
IFAS Review of Packets
Deans review, determine support, and prepare
letter
All packets forwarded to University
Administration unless withdrawn by the
applicant in writing
UF Review of Packets
Academic Personnel Board -- advises the
President
Promotions -- President makes final decision
except Assistant In series
Tenure -- Board of Trustees makes final
decision based on President’s
recommendation
UF Academic Personnel Board
Serves in a fact-finding and consultative role
Ten members:
Six on the “Orange” team that will review tenure and tenure
track promotion cases
Four on the “Blue” team that will review PS & non-tenure track
promotion cases
IFAS has one member on each team
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 guidelines:
http://www.aa.ufl.edu/tenure
Questions?
The Packet
Preparing the packet
The Teaching Section
New guidelines effective 2015:
http://personnel.ifas.ufl.edu/TPSP/CALS_TP_guide
lines_final_06_05_2014.pdf
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
IFAS requires a summary table 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 (2009-2014)
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