1. Thursday, April 12, 2018 Old Main, Silver & Sage 8:00-9:15 AM
2018 ANNUAL WORKSHOP
Preparing the Dossier for Promotion, Tenure or Continuing Status
Thursday, April 12, 2018
Old Main, Silver & Sage
8:00-9:15 AM

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 Thomas P. Miller Vice Provost for Faculty Affairs
Cynthia White Co-Chair, University P&T Committee
David Yaden Member, University P&T Committee
Ursula Schuch Member, University Continuing Status Committee
Ingrid Novodvorsky Director, Teaching, Learning & Assessment Office of Instruction and Assessment
Rebecca Pérez Assistant Director, Instructional Data Office of Instruction and Assessment

4. The Promotion Review Process

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. The Promotion Process Starts Where the Hiring Process Ends
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.
Solicit peer review and classroom observations
Keep an eye out for external reviewers.
Use annual reviews to
Discuss your program of work,
Set limits and priorities, and
Solicit frank assessments.

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

8. The Promotion Review Process
Levels of Reviews
Outside Reviews
Department Review
Department Committee
Department Head or Director
College Review
College Committee
Dean
University Review
University Committee
Provost

9. Protect the Process to Ensure Fair Reviews
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.
Follow formats in Dossier Template
External and internal reviewers cannot be collaborators.
Use Collaborator Letters from those who are not independent.
Sign and date committee letters.
Explain votes, recusals and abstentions.
Notify Candidates about teaching reviews and when forwarding dossiers.

10. Selecting External Reviewers
Solicited by the Department Head or the Committee Chair if not collaborators of the candidate.
External Reviewers MUST be independent and at or above 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.
After this section, please introduce Cynthia White and David Yaden.

11. The Promotion Dossier

12. 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
Section 3: The criteria included is the portion relevant to the type of review.
Section 6: Candidate completes this section and can add their teaching philosophy.
Section 7: Department committee completes a peer review of teaching memo, this is separate from the recommendation in Section 11.
Section 8: Service and outreach portfolios are optional for P&T reviews.
Section 11: Recommendations from the Department, College and University are added to this section.
Refer to the Guide for tips on preparing dossiers

13. 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 ... number of courses
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.

14. 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.

15. Using Your Candidate Statement to Represent Your Teaching
What do you teach, and who are your students?
How do you use active learning strategies?
How do you assess their progress?
Goals:
Learning Outcomes
Student Engagement
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

16. 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.
Introduce Ingrid and Becky from OIA.

17. Evaluation of Teaching and TCE Reports
Office of Instruction and Assessment

18. 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.

19. 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

20. 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?
Ending with Ingrid and Becky.
Student learning and grades.
Research has found that the gender, ethnicity and sexual orientation of faculty can have a significant impact on student evaluations.

21. 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.
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 research collaborators noting rigor and innovation
News reports on service contributions
Adoptions of programs and materials by other institutions
Back to Tom Miller for this slide.

22. 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).
Tom Miller

23. 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.
Tom Miller
The President’s decision is final, except in cases of discrimination or unconstitutional violations of due process.

24. Continuing Status Reviews

25. Distinctive Aspects of Continuing-Status Reviews
CS reviews consider position effectiveness as well as 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.

26. 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, and
Program Development.

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

28. Use Your Dossier to Document Your Impact
Address non-specialists as well as experts.
Make sure your head or committee chair understands who would be appropriate reviewers.
Use the Candidate Statement and to discuss the progress and impact of your program of work.
Discuss soliciting collaborator letters to document the impacts of your work.
Document your efforts to improve your teaching.
Consider asking graduates and former students for letters.
Use the Service and Outreach Portfolio to document your leadership contributions.
End of CS&P

29. Using Teaching and Outreach Portfolios to Document Impact Monday, April 23, 3:00-4:30, Old Main, Silver & 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.
Tom Miller

30. Promotion Opportunities for Faculty not on the Tenure Track Wednesday, April 25, 2:00-3:30, Old Main, Silver and Sage
This workshop provides a hands-on opportunity to learn about resources and strategies for engaging in conversations with supervisors about promotion. We will take note of recent revisions and go over the kinds of materials you may want to prepare for a promotion review.
Tom Miller

31. Questions?
Contact us. We are part of your support team: Thomas P. Miller, Vice Provost for Faculty Affairs Asya Roberts, Executive Associate (520) Webpage: facultyaffairs.arizona.edu
End of presentation