Transcript In R, T & P! College of Health Sciences RT&P Workshop

In R, T & P!
College of Health Sciences
RT&P Workshop
September, 2014
T & P – A bit overwhelming?
We’re here to help!
End in Mind
• Understand your pathway to reappointment, tenure,
and promotion.
• Explain the organizational structure of the RT&P
packet.
• Analyze strategies for communicating your work
effectively.
• UW 5-1
• Designation
• Appointment
• UW 5-803
• Review Process
• UW 5-1
• Designation
• Appointment
• UW 5-408
• Review Process
Tenure
Track
Faculty
Extended
Term AP
NonExtended
Term AP
Non-Tenure
Track
Faculty
(Clinical)
• UW 5-1
• Designation
• Appointment
• UW 5-408
• Review Process
• UW 5-1
• Designation
• Appointment
• College
Guidelines
• Review Process
Path to Tenure and Promotion to Assistant Professor
Year 1
Peer
review
Unit head
evaluation
Year 2
Peer
review
Unit head
evaluation
Year 3
Year 4
Year 5
Dean may review if
conflicted
CHS
T&P
URT&P may review if conflicted or
requested by AA
Dean
evaluation
URT&P if conflicted or
requested by AA
VP AA; President;
Trustees
VP AA; President; Trustees
Packet not reviewed unless majority of vote (at all levels) during Year 2 recommend
review, or if requested by administrator or candidate
Peer
review
Unit head
evaluation
CHS
T&P
Dean
evaluation
URT&P if conflicted or
requested by AA
VP AA; President; Trustees
Packet not reviewed unless majority of vote (at all levels) during Year 4 recommend review,
or if requested by administrator or candidate
Year 6 Mandatory
Tenure & Promotion
Vote
Peer
review
Unit head
evaluation
CHS
T&P
Dean
evaluation
URT&P if conflicted or
requested by AA
VP AA; President;
Trustees
Path to Professor
Year?
Review
Promotion timeframe to full professor is not tied to years of service. Readiness is key. There is no schedule
for promotion that fits all. Instead, it hinges on the depth, level, and national or international scope and
recognition of candidate’s contributions to the discipline and the university’s mission. Associate professors
seeking promotion to full professor normally undergo a period of additional professional growth that results in
a greater level of accomplishment and intellectual leadership.
Peer
review
Unit head
evaluation
CHS
T&P
Dean
evaluation
URT&P if conflicted or
requested by AA
VP AA; President; Trustees
Non-Tenure Track Faculty
(Clinical Faculty)
Path to Reappointment
Probationary
Period
Years
1-5
Year 6
Post-Probationary
Period
Annual
Review
Year 6 each cycle
Annual reappointments for Years 1-6
Dean review if unit recommendation to not
reappoint; may request vote from CHS T&P
committee
Unit head
evaluation
Peer review
Dean reviews packet; may request vote from
CHS T&P committee
Unit head
evaluation
Peer review
Annual reappointments on 6 year review cycle
(more frequent review schedule may be established by unit)
Peer review only during postprobationary review (as per unit
guidelines)
Peer review
Unit head
evaluation
(annual)
Unit head
evaluation
Path to Reappointment
Dean review if unit recommendation to
not reappointment; may request vote
from CHS T&P committee
Dean reviews packet; may request vote from
CHS T&P committee
Extended Term
Academic Professional
Path to Extended Term
Probationary
Period
Years 1-6
Year 1
Peer
review
Unit head
evaluation
Year 2
Peer
review
Unit head
evaluation
Peer
review
Unit head
evaluation
Peer
review
Unit head
evaluation
Extended
Term
Biennial
Review
VP AA; President; Trustees
VP AA; President;
Trustees
URT&P if conflicted or
requested by AA
Dean evaluation; may
request CHS T&P review
URT&P if conflicted or
requested by AA
VP AA; President;
Trustees
Packet not reviewed unless majority of vote (at all levels) during Year 4 recommend
review, or if requested by administrator or candidate
Year 5
Year 6
Dean evaluation; may
request CHS T&P review
AA may request review
by URT&P
Packet not reviewed unless majority of vote (at all levels) during Year 2 recommend
review, or if requested by administrator or candidate
Year 3
Year 4
Dean may review and may
request CHS T&P review
Dean
evaluation
CHS
T&P
URT&P if conflicted or
requested by AA
VP AA; President; Trustees
6-year cycle (more frequent review schedule may be established by unit)
Peer
review
Year 5 (of each 6
yr cycle)
Unit head
evaluation
Peer
review
Unit head
evaluation
Dean may review; may request CHS T&P review
CHS T&P
Reappointment Path
Dean
evaluation
URT&P if conflicted or
requested by AA
VP AA; President;
Trustees
Non-Extended Term
Academic Professional
Path to Reappointment
Probationary
Period
Years
1-5
Year 6
Post-Probationary
Period
Annual
Review
Year 5 (of each 6
year cycle)
Annual reappointments for Years 1-6
Dean review if unit recommendation to not
reappoint; may request vote from CHS T&P
committee
Unit head
evaluation
Peer review
Dean reviews packet; may request vote from
CHS T&P committee
Unit head
evaluation
Peer review
Annual reappointments on 6 year review cycle
(more frequent review schedule may be established by unit)
Peer review only during postprobationary review (as per unit
guidelines)
Peer review
Unit head
evaluation
(annual)
Unit head
evaluation
Path to Reappointment
Dean review if unit recommendation to
not reappointment; may request vote
from CHS T&P committee
Dean reviews packet; may request vote from
CHS T&P committee
Extended Term AP
Non-Extended Term AP
Non-Tenure Track Faculty (Clinical)
Path to Promotion
Year
Peer
review
Unit head
evaluation
CHS
T&P
Dean
evaluation
URT&P if conflicted or
requested by AA
VP AA; President;
Trustees
Promotion timeframe is not tied to
years of service.
Use academic unit standards to
determine readiness.
The T & P Map
Division/School Faculty Vote
College Dean
University T & P Committee
Director/Head
College T & P Committee
Office of Academic Affairs
Trustees’ action
•
•
Only positive cases forwarded
March for first-year cases; May for all others
There is no tenure until the Trustees confer it.
Rule #1
A picture is
NOT worth
a thousand words!
• Clearly articulate
• what you are expected to do,
• how you do it,
• how the two are related.
PORTFOLIO (Packet)
Documentation of performance
• Teaching evaluations (students, peers, administrators)
• Research record (publications, grants, creative work)
• Service (UW committees, statewide service,
professional organizations)
Evidence of progress
• Job description and expectations
• Record of previous decisions at all levels
• Written evaluations by candidate, peers, and administrators
External evaluations
• Letters from outside experts (T&P cases)
• Letters from former students
Rule #2
Organize
Organize
Organize
• Systematically design your packet.
• Table of Contents
• Clearly label sections
What’s new in the CHS packet?
• New Binders/Tabs
• Some modification to order/location of material
• Inclusion of UW regulation language
• New Instructions/Items
• Job description instructions
• Encompass period of review
• Can address changes to job description in essay
What’s new in the CHS packet?
• Supporting Documents Section
• Research/Professional Development Summary
• Delineate courses by academic semester/year in course
list
• Student evaluations*
• Student evaluations from past 2 academic years (raw
data/comments)
* See Dean’s memo.
Rule #3
It’s not WHAT you
say, it’s HOW you
say it!
• Attend to details.
• Insure that all sections are complete.
Rule #4
Prepare your packet
for the
“stranger”
• Know your audience.
• Don’t assume that your colleagues will understand your research,
teaching, and service.
• The further your packet makes it through the system, the less
familiar your audience will be.
• Seek out external feedback.
Rule #5
Balance the Scales!
• Explain any discrepancies that may be seen in
your materials.
• Respond to faculty/committee feedback.
• Provide thorough documentation, especially if
you have a non-traditional faculty position.
Rule #6
Faculty Essay
Connect the Dots!
• Draw connections between your research, teaching,
and service performance to:
• Division/School Mission
• College Goals & Objectives
• University Mission/Academic Plan
How to construct
the essay
• Precise and concise statement that “connects the dots.”
• Remember your audience.
• It is not about educating your audience about your research.
• It is about providing evidence of your scholarship.
Have you addressed these questions about
scholarship?
Where am I now?
Where am I going?
How will the reviewer
know I got there?
• Research plan
• How does my research contribute to the body of knowledge
in my discipline?
• What is the impact of my research?
• How is my research novel?
• What makes my research relevant and meaningful?
Does your essay do this?
• Show trajectory … connect the dots.
• Illustrate how:
• grants lead to publications?
• presentations lead to publications?
• publications lead to publications?
Does your reflection on teaching do
this?
• Explain why you choose teaching strategies and
methods?
• Illustrate how you use feedback (i.e., student, peer,
self) to modify and/or retain teaching strategies and
methods?
• Show connections to research- or evidence-based
best practice?
• Show a trajectory of improvement and/or sustained
excellence?
Does your reflection on service,
leadership and professional/clinical
practice?
• Provide evidence of contributing to the service
mission of the university?
• Reflect public engagement beyond the university
community?
• Provide evidence of your leadership role in practices
and in professional development?
• Illustrate how your professional or clinical practices
are evidence based and ultimately innovative?
Do you address your professional
development?
•
•
•
•
Workshops you attend
Conferences you attend
CEUs
Other
Rule #7
The early bird
catches the worm!
• Keep your packet up-to-date.
• Make sure your job description is accurate and up-todate.
• Job descriptions can be updated on an annual basis.
Helpful hint for newly minted
assistant professors
• Make a list of important scholars in
your field.
• Make sure it has wide representation
and heft.
• Send them copies of your work as you
complete it.
Rule #8
The buck stops
HERE!
• Ultimately, you are responsible for your success.
• So, it is really all about ME in T & P!
Now What?