2014 Tenure and Promotion Workshop Policy and Procedures Overview
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Transcript of 2014 Tenure and Promotion Workshop Policy and Procedures Overview
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2014Tenure and Promotion
WorkshopPolicy and Procedures Overview
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Agenda
DefinitionsTime in RankCriteriaProcess TimelineTenure Progress
AssessmentPacket Assessments
Formal Review of Packets
Preparing your Tenure and Promotion Packet
On-line process
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What is Tenure?
End of the probationary periodQualified right to continuous employment Available to qualifying facultySubject to certain requirements initially
and throughout employmentRequires distinction in at least two areasGranted by the Board of Trustees
following the completion of all requirements
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What is Promotion?
Promotion is the official conferring of faculty-ranked titles
State faculty titles • Assistant Professor• Associate Professor• Professor
Recognizes distinguished performance
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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.
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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
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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
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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)
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Time in Rank
Promotion – Generally, six or seven years of work minimum for promotion to next rank
The “when ready” standard applies
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Criteria
Quality of scholarship -- teaching, research, extension
Research or other creative activities
Distinction in your program areasEffective working relationships
with clientele and colleaguesAbove average performance
appraisals
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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
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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
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Process Timeline – continued
May – Candidates notified of status
July 1 – Tenure effective
July 1 – Promotions effective, but has varied
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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)
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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)
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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
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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
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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
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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
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Feedback to candidate
Department / Center assessment Unit leader support / letter IFAS committee individual assessment
Dean support / letter
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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.
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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
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Promotion
Faculty members who have been granted tenure, may withdraw the promotion packet any time in the process.
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Third-Year Progress Assessment
Third academic year
Assess progress towards tenure
Participation is required
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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/
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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
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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/
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The Packet
The packet is your means of presenting accomplishments for Tenure/Promotion consideration
Review the Provost’s Memo when distributed
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Questions?
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The Packet
Preparing the packet
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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.
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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
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Section 9.A. Educational Program
What is a Teaching/Educational Program?
Teaching Program – Addresses an educational need at the undergraduate and/or graduate levels
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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.”
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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
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9.A.3. Educational Goals
Succinct statements of your own personal goals in teaching (not overall program goals or specific course learning outcomes)
Measurable
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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
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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
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Section 11 Education Portfolio
Opportunity to provide evidence of achievement of education goals and describe measures taken to improve teaching
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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.
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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
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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.
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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
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Section 11.B. Educational Portfolio
Teaching-related improvement activities – brief narrative or bulleted summary
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Section 12 Graduate Committee Activities
This section will automatically populate with graduate student committee activity
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Extension Program Section
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Expectations
Excellence in teachingInnovationEngagementScholarshipFundingDocumented impact
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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
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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
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What is Extension Program?
Program – Addresses a ‘gap’Each program(s) you discuss should contain:
1. Program title2. Situation statement3. Program objectives4. Educational methods5. Program accomplishments/impacts
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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”
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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.
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Section 3 - Program Objectives
Succinct statements of the major intended outcome of the program
MeasurableCan be change in knowledge, practices,
economic status, etc.Should be an obvious link with the
situation statement
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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.
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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)
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Section 5 – Accomplishments / Impacts
Quantifiable and clearResults
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?
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Other Programmatic Efforts
State significant program activities that do not fit within the listed job duties
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Questions about the Extension section?
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Preparing the rest of the packet
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Need Help? Please contact us!
Unit LeaderMentoring CommitteeProgram LeaderIFAS Office of Human Resources
Susan HudsonMary Anne Morgan352/392-4777