In R, T & P!

In R, T & P!College of Health SciencesRT&P WorkshopSeptember, 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• Appointmen

t• UW 5-408

• Review Process

• UW 5-1• Designation• Appointment

• UW 5-803• Review Process

Tenure Track Facult

y

Extended

Term AP

Non-Tenure Track

Faculty (Clinical)

Non-Extend

ed Term AP


• UW 5-408• Review Process


• College Guidelines• Review Process

Year 1 Peer review

Unit head evaluation

Dean may review if conflicted

URT&P may review if conflicted or requested by AA

VP AA; President; Trustees

Year 2 Peer review


CHS T&P

Dean evaluation

URT&P if conflicted or requested by AA VP AA; President; Trustees

Year 3 Packet not reviewed unless majority of vote (at all levels) during Year 2 recommend review, or if requested by administrator or candidate

Year 4 Peer review


CHS T&P

Dean evaluation



Year 6 Mandatory Tenure & Promotion

Vote

Peer review


CHS T&P

Dean evaluation

URT&P if conflicted or requested by AA


Path to Tenure and Promotion to Assistant Professor

Year?

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.

Review Peer review


CHS T&P

Dean evaluation


Path to Professor

Probationary Period Annual reappointments for Years 1-6

Years 1-5 Peer review Unit head

evaluation

Dean review if unit recommendation to not reappoint; may request vote from CHS T&P

committee

Year 6 Peer review Unit head evaluation

Dean reviews packet; may request vote from CHS T&P committee

Post-Probationary Period

Annual reappointments on 6 year review cycle(more frequent review schedule may be established by unit)

Annual Review

Peer review only during post-probationary review (as per unit

guidelines)

Unit head evaluation (annual)

Dean review if unit recommendation to not reappointment; may request vote from

CHS T&P committee

Year 6 each cycle Peer review Unit head evaluation


Path to Reappointment


Non-Tenure Track Faculty (Clinical Faculty)

Path to Extended Term

Reappointment Path

Probationary Period Years 1-6

Year 1 Peer review


Dean may review and may request CHS T&P review

AA may request review by URT&P VP AA; President; Trustees

Year 2 Peer review


Dean evaluation; may request CHS T&P review




Year 4 Peer review


Dean evaluation; may request CHS T&P review




Year 6 Peer review


CHS T&P

Dean evaluation


Extended Term 6-year cycle (more frequent review schedule may be established by unit)

Biennial Review

Peer review

Unit head evaluation Dean may review; may request CHS T&P review

Year 5 (of each 6 yr cycle)

Peer review

Unit head evaluation CHS T&P Dean

evaluationURT&P if conflicted or

requested by AA VP AA; President; Trustees

Extended Term Academic Professional

Probationary Period Annual reappointments for Years 1-6

Years 1-5 Peer review Unit head

evaluation

Dean review if unit recommendation to not reappoint; may request vote from CHS T&P

committee

Year 6 Peer review Unit head evaluation


Post-Probationary Period

Annual reappointments on 6 year review cycle(more frequent review schedule may be established by unit)

Annual Review

Peer review only during post-probationary review (as per unit

guidelines)

Unit head evaluation (annual)

Dean review if unit recommendation to not reappointment; may request vote from

CHS T&P committee

Year 5 (of each 6 year cycle) Peer review Unit head

evaluationDean reviews packet; may request vote from CHS

T&P committee



Non-Extended Term Academic Professional

Extended Term APNon-Extended Term AP

Non-Tenure Track Faculty (Clinical)

Year Peer review


CHS T&P

Dean evaluation



Path to Promotion

Promotion timeframe is not tied to years of service.

Use academic unit standards to determine readiness.

The T & P Map

Division/School Faculty Vote Director/Head

College T & P CommitteeCollege Dean

University 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.

• Clearly articulate• what you are expected to

do,• how you do it,• how the two are related.

Rule #1A picture is NOT worth

a thousand words!

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

• Systematically design your packet.• Table of Contents• Clearly label sections

Rule #2OrganizeOrganizeOrganize

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.

• Attend to details.• Insure that all sections are

complete.

Rule #3It’s not WHAT yousay, it’s HOW you

say it!

• 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 #4Prepare your packet

for the“stranger”

• 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 #5Balance the Scales!

• Draw connections between your research, teaching, and service performance to:• Division/School Mission• College Goals & Objectives• University Mission/Academic Plan

Rule #6Faculty Essay

Connect the Dots!

• 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.

How to construct the essay

Have you addressed these questions about scholarship?

• 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?

Where am I now?Where am I going?How will the reviewer know I got there?

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

• Keep your packet up-to-date.• Make sure your job description is

accurate and up-to-date.• Job descriptions can be updated on an

annual basis.

Rule #7The early bird

catches the worm!

• 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.

Helpful hint for newly minted assistant professors

• Ultimately, you are responsible for your success.

• So, it is really all about ME in T & P!

Rule #8The buck stops

HERE!

Now What?