1. 2017 ANNUAL WORKSHOP Promotion & Tenure and Continuing Status
April 13, 2017, Koffler Building room 218, 8:00-9:30 AM
For further information, visit

2. Agenda Introductions Preparing for Promotion Reviews
The Promotion Review Process
The Promotion Dossier
Peer Reviews of Teaching
Student Evaluations of Teaching
Continuing-Status Reviews
Promotion Resources Handout

3. Introductions Cynthia White, Co-Chair, P&T Committee
Tannis Gibson, Co-Chair, P&T Committee
Chris Kollen, Chair, Continuing Status Committee
Ingrid Novodvorsky, Director, Teaching, Learning & Assessment, Office of Instruction and Assessment
Rebecca Pérez, Asst. Director, Instructional Data, OIA

4. The Promotion Review Process
University P&T Committee Co-chairs
Cynthia White and Tannis Gibson

5. The Promotion Process Starts Where the Hiring Process Ends
Department Heads Should
Use annual reviews to help candidates set goals.
Help candidates prioritize service commitments.
Help limit new teaching preparations and align teaching and research interests.
Specify criteria and expectations.
Be precise on areas needing improvement.
Help candidates articulate their goals and needs.
Keep good records.

6. Candidates Should Review and discuss promotion criteria.
Share your writing with colleagues.
Talk to senior faculty about how they assess impact, national standing, and quality.
Keep an eye out for external reviewers.
Use annual reviews to
Discuss your program of work,
Set limits and priorities, and
Solicit frank assessments.
Solicit peer review / classroom observations

7. Requesting Delays in Reviews
Submit requests at least one semester before the review.
1. Birth or Adoption
2. Personal Reasons such personal health or family and partner care
3. Adverse Professional Circumstances that are beyond a candidate’s control
4. Prestigious External Commitments that take time away from research

8. The Promotion Review Process
External Reviews
Department Committee/Department Head
College Committee/College Dean
University Committee/Provost
Dossiers are due in the Provost’s Office January 15, 2016

9. Protect the Process to Ensure Fair Reviews
Heads and committees should follow the Guide to the Promotion Process.
Consult with your dean or the Provost’s Office on procedural variations or questions.
Base decisions on department and college criteria.
Make sure formats are followed.
External and internal reviewers cannot be collaborators.
Use Collaborator Letters from those who are not.
Have committee members sign and date letters.
Explain votes, recusals and abstentions.

10. Selecting External Reviewers Solicited by the Department Head or the Committee Chair—if they are not collaborators
External Reviewers MUST be independent and at the rank the candidate is being promoted to.
Only head or committee chair should contact reviewers.
No more than half can come from candidate’s list.
Document the selection process.
Use the standard template for requesting letters.
Include all solicited letters.
Put external reviews before collaborator letters.
Submit brief bios of external reviewers, not CVs.

11. Refer to the Guide for tips on preparing dossiers
The Promotion Dossier
Summary Data Sheet
Candidate’s Workload Assignment
Departmental and College Criteria (not full guide)
Curriculum Vitae and List of Collaborators
Candidate Statement
Teaching Portfolio
Evaluation of Teaching: Separate letter on teaching required.
Service and Outreach Portfolio (Optional in P&T Reviews)
Membership in Graduate Interdisciplinary Programs
Documentation for Interdisciplinary Candidates
Letters from Outside Evaluators and Collaborators
Recommendations from Internal Reviewers
Refer to the Guide for tips on preparing dossiers

12. Section 2: Workload Assignment
Prepared by the Department Head
The Workload Assignment should be kept current and accurate
Use percentages and define meaning
40% teaching, which means ...
40% research, which means ...
20% service, which means ...
Describe duties, do not praise achievements.
Use the template provided in the dossier.
Electronic signatures are acceptable.

13. Sections 4 & 5: Documenting and Discussing Your Achievements
Follow the required CV format exactly.
Get models for CVs and Candidate Statements.
Keep records of service and teaching contributions.
Use the Candidate Statement to
Characterize your research and teaching goals, methods, and results;
Connect with teaching and service dossiers; and
Thereby demonstrate the impact of your work.

14. Using Your Candidate Statement to Represent Your Teaching
What do you teach, and how do you organize it?
How do you help students learn it?
How do you assess their progress?
Goals:
Guiding Principles
Learning
Motivation
Interpersonal dynamics
Methods:
Curricular design
Modes of instruction
Context
Management
Assessment and Impact:
In-class student feedback
Peer assessments
TCE reports
Letters from students
Broader contributions

15. Section 6: The Teaching Portfolio
The Candidate Statement sets up the Portfolio.
Instructional materials stay in the department.
List all courses taught in period in rank.
List the funded and pending awards and grants.
Document advising and mentoring.
Describe development activities.
Provide your committee with full TCE forms, student comments, and the TCE summary sheet.
Only the TCE summary goes forward.

16. Section 7: Evaluating Teaching & Advising
A peer review letter on teaching is required in addition to the general department letter:
Assess instructional materials.
Include observation of teaching.
Review student assessments of teaching.
Discuss other instructional contributions.
Consult Peer Review of Teaching Protocol, which is available at and now supports departmental templates.
Summarize TCE reports and obtain independent student comments.
Summary sheet for TCEs goes forward with dossier.

17. TCE Consultation & Support Services
Assistance to faculty accessing & interpreting TCEs.
Consultation with heads or committees on
Using ratings in annual and performance reviews and
Identifying additional TCE questions to assess curricula and student support.
Contact:
Rebecca Pérez, Assistant Director, Instructional Data
Office of Instruction and Assessment and

18. What Do TCEs NOT Measure?
What Do TCEs Measure?
Student experiences, perceptions, feelings, self-reflections on their effort and learning, self assessment on performance and expected grade, self efficacy, etc.
TCEs can measure students’ perceptions of instructor and course effectiveness in support of their program completion and perceived learning.
What Do TCEs NOT Measure?
Student learning and grades

19. 8: Service and Outreach Portfolio
This section is an option for P&T candidates, but all candidates should discuss the impact of their service.
This section is required for continuing status reviews that include educational outreach.
In P&T reviews, these materials remain in departments.
Consult our Inclusive View of Scholarship Resources
What to Include?
Technical reports, research studies, and presentations
Articles for popular publications and instructional materials,
What to include in the dossier to document impact?
Letters from community collaborators noting impact
Letters from university collaborators noting rigor and innovation
News reports on service contributions
Adoptions of programs and materials by other institutions

20. Additions to Dossiers?
Up to February 1, additions may be made (for example, a major grant or publication).
However, the addition must be requested by an administrator or committee chair.
Additions require re-review at earlier levels.
Candidate must be informed.
Candidate must be given chance to respond if the information is negative (such as poor teaching evaluations).

21. Appeals of Promotion Decisions
The Provost’s decision may be appealed, as detailed in UHAP e and UHAP 4A.3.02.
Appeals to the President must be made in writing within 30 days of the Provost’s decision.
Access to redacted dossier is provided following the Provost’s Office protocol.
The President’s decision is final, except in cases of discrimination or unconstitutional violations of due process.

22. Continuing Status Reviews
University Continuing Status Committee Chair
Chris Kollen, University Libraries

23. Distinctive Aspects of Continuing-Status Reviews
CS duties may not fit neatly into the categories of teaching, research & service.
Thus, the job description and allocation of time are even more important.
Work with your supervisor to align your duties with your unit’s guidelines for promotion, and
Make sure to document your contributions to publications and grants.
Finally, develop an assessment plan to demonstrate the impact of your activities.

24. Your Job Description Sets Your Baseline
Explain your contributions in non-technical terms.
Include all job descriptions and note changes.
Often job descriptions include statements of duties that are used to assess position effectiveness.
Duties should be divided into four categories:
Research/Scholarship/Creative Activity,
Outreach/Service,
Teaching/Educational Outreach,
Program Development can be used to include administrative activities that may not otherwise be evaluated for CS&P.

25. Specify your Duties Accurately
Workload areas
CALS
Curator
Librarian
Researcher
Research/scholarly/ creative activity
30%
10%
40%
65%
Classroom teaching
25%
Outreach education / extension
50%
70%
Program Development
20%
80%
Service
If you list Other Activities, list and specify the duties

26. Document Your Impact
Use the Candidate Statement and Service/Outreach Portfolio to discuss how your work affects others.
Specify what external reviewers need to understand.
Enlist outside reviewers who do related work.
Provide the brief bios to your head or committee chair.
Describe your relationship to them.
Discuss soliciting collaborator letters to document the impacts of your work.

27. Using Teaching and Outreach Portfolios to Document Impact
April 26, 8:30-10:00, Old Main, Silver and Sage
This workshop focuses on how to use the Teaching and Service Portfolios to document your leadership and impact, the process for conducting peer reviews of teaching, and the Teacher-Course Evaluation (TCE) reports that are used in P&T.
Service portfolios can be especially useful if you
Developed outreach and teaching initiatives,
Have leadership or administrative duties to document, or
Are on the continuing-status track.