Transcript DOSSIER WORKSHOP PROMOTION & TENURE SEPTEMBER 20, 2004 Eileen Barrett Department of English SEVEN BASIC TIPS FROM SUE SCHAEFER • • • • • • • START NOW & DON’T STOP APPEARANCES COUNT FOCUS ON.

DOSSIER WORKSHOP
PROMOTION & TENURE
SEPTEMBER 20, 2004
Eileen Barrett
Department of English
SEVEN BASIC TIPS FROM
SUE SCHAEFER
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START NOW & DON’T STOP
APPEARANCES COUNT
FOCUS ON THE DOCUMENTS
EXPLAIN
USE PROBLEMS POSITIVELY
ASK FOR ADVICE
DON’T DRAW CONCLUSIONS
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
APPEARANCES
• 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
FOCUS ON THE DOCUMENTS
• Read and refer to the PTR document
• Understand the profile approach (See 1.0
Introductory Statement)
• Review your personnel action file (PAF) & all
retention letters
• Be aware of the expectations & criteria (see 4.1
general; 6.1 & 6.3 tenure; 8.1 & 8.3 promotion
to Associate; 9.1 & 9.3 promotion to Full)
• Check the deadlines
EXPLAIN
• Know your audience; anticipate what they
must do
• Be aware that they include your
Department Committee, your Chair, your
College Committee, your Dean, the
University Committee, the Provost, the
President
• Explain what you include to this audience
• WRITE THEIR LETTERS FOR THEM
WRITE A COVER LETTER
• State what you’re applying for
• HELP YOUR READERS WRITE THEIR
LETTERS; follow the format they will use
• Mention your degree
• Describe your instructional achievement &
teaching philosophy
• Describe your professional achievement & its
connection to your teaching
• Describe your internal contributions & external
service
INDEX & 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 a copy of your terminal degree or
transcript showing completion of the
degree
Instructional achievement
• Begin with a summary or teaching
philosophy that highlights what you’d like
the reviewers to notice
• 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
Tips for narrative section on
instructional achievement
--Tie your philosophy to Department, College, or
University mission, & our unique student
population. Emphasize work at CSUH.
--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
EVIDENCE OF MULTIPLE LEVEL &
INTERDISCIPLINARY, & SELFREFLECTIVE 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
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
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
• Refer to PTR section 4.1.3
Tips for narrative on Professional
Achievement
• Consider how your professional & creative
achievements fit within Ernest Boyer’s
separate but overlapping functions of
scholarship:
– Scholarship of Discovery
– Scholarship of Integration
– Scholarship of Application
– Scholarship of Teaching
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
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
External Representation
• Summarize your community service
• Show its relevance to your discipline
• Connect your community service to our
students
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
Use problems positively
• Address concerns raised in retention
letters
• Demonstrate desire to improve by
attending faculty development
• Describe how you have solved any
problems; show your new pedagogy
• Stay positive
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
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
Enjoy the process
• See the process as an opportunity for
professional reflection
• Take pleasure in all your accomplishments
• Set some post-tenure professional goals
• Share the experience with colleagues
• Come to the faculty development pizza
party
• Don’t sweat the small stuff!