Overview of faculty reappointment, tenure, and promotion for new faculty David Jones Tami Benham...
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Overview of faculty reappointment, tenure, and promotion for new faculty David Jones Tami Benham Deal Office of Academic Affairs I.What is Tenure? II.Standards
Overview of faculty reappointment, tenure, and promotion for
new faculty David Jones Tami Benham Deal Office of Academic Affairs
I.What is Tenure? II.Standards and Criteria III.Faculty Career Path
IV.Portfolios V.Review Processes VI.Career Strategies See web
resources listed at the end. Acknowledgement: Myron Allen and
Nicole Ballenger
Expectations by rank (from UW Regulation 5-1) Assistant
professors shall normally have the doctor's degree in course, and
shall have demonstrated ability, through appropriate experience, to
perform the functions of the position they are to hold. Associate
professors shall normally have the doctor's degree in course, shall
have established a reputation in scholarship, teaching, artistic
creation, or other productive activity in the field in which they
are to serve. Professors, in addition to having the qualifications
of associate professors, shall have demonstrated superior capacity
for direction of graduate work and research where appropriate, have
attained wide recognition in their professional fields for
scholarship or other creative work, and shall have gained
recognition as teachers and as consistent contributors to the
fields in which they are to render University service. It is not
anticipated that each faculty member will attain the rank of full
professor.
Slide 4
Expectations by rank (from UW Regulation 7-490) Assistant
Archivist: This rank designates the beginning level of archives
administration and special-collections curatorship and generally
requires little or no professional experience. It requires adequate
performance of assigned archives administration and special
collections curatorship. Associate Archivist: This rank designates
a faculty member who has established a reliable track record and
demonstrates commitment to continued excellence It requires
consistent expert professional performance, active participation in
the profession, and sound scholarship. This rank carries the
expectation of continuing professional development or experience
Archivist: Appointment or promotion to this rank is reserved for
individuals who have made distinctive contributions over a
significant period of time.
Slide 5
Expectations by rank (from UW Regulation 7-631) Assistant
Librarian. This rank designates the beginning level of
librarianship and generally requires little or no pertinent
experience. Shows promise as an academic librarian as demonstrated
by performance and experience Associate Librarian. Demonstrates
expertise in librarianship and a high level of creative and
analytical ability in performing job responsibilities (including
teaching, administration and/or outreach, sustained research,
scholarly activities, or creative activities; and leadership).
Librarian. Appointment or promotion to this rank is reserved for
individuals who have made distinctive contributions over a
significant period of time.
Slide 6
A. Legal view: tenure is an employment contract. An appointment
with tenure has no specified end date, can be ended only for
specific reasons (discussed next). Principles recognized in case
law: There is no guarantee of tenure. Tenure necessarily involves
subjective decisions. The review takes many factors into account.
There are many levels of review and recommendation. Only the Board
of Trustees can confer tenure. I. What is Tenure?
Slide 7
B. Philosophic view: tenure and academic freedom have social
utility. Academic freedom and tenure exist in order that society
may have the benefit of honest judgment and independent criticism
which otherwise might be withheld because of fear of offending a
dominant social group or transient social attitude. Clark Byse and
Louis Joughin, Tenure in American Higher Education: Plans,
Practices, and the Law (Ithaca: Cornell University Press, 1959), p.
4.
Slide 8
C. Institutional setting UW is a doctorate-granting research
university. This classification colors UWs hiring practices as well
as its standards for reappointment, tenure and promotion. We hire
people based on their promise in teaching, research, and service,
and we expect them to be good at them all. Theres no fixed number
of tenured slots. Its possible for all tenure-track appointees to
earn tenure.
Slide 9
II. STANDARDS AND CRITERIA The key question: Does the
candidates record reflect both the commitment and the promise to
sustain a career-long record of effective teaching and advising,
scholarship at the forefronts of knowledge, and effective service?
Its not a matter of clearing the bar. Your colleagues will be
trying to predict your future performance.
Slide 10
How do we answer this question? Strong teaching, demonstrated
early. Capacity for strong scholarship, critical for teachers to
remain effective throughout their careers. Review of scholarly work
by nationally or internationally recognized peers, as well as by UW
students and faculty. You have to be a player in the game. Service
(caption re: UP4 public engagement)
Slide 11
Initiative and leadership count! Research and/or Creative
Contributions Teaching Extension, Professional Service, &
University-Related Activities
Slide 12
What about Collegiality? Collegiality: ability to work both
independently and constructively with others Collegiality is not
evaluated as a separate attribute Collegiality comes into play if
it has a negative effect on the research, teaching, and/or service
mission of the department/college/university
Slide 13
0 6 12 Employment year Hired as Assistant Professor Annual
probationary reappointment or dismissal (possible to skip 3 rd
& 5 th reviews) Tenure and promotion to Associate Professor, or
contract ends Promotion to Professor (optional) III. FACULTY CAREER
PATH Not tied to years of service, but a period of additional
growth that results in a greater level of accomplishment and
intellectual leadership is expected
Slide 14
IV. PORTFOLIO 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 years recommendations at all
levels Written evaluations by candidate, peers, and administrators
External evaluations Letters from outside experts (T&P cases)
Letters from former students (optional, but) See Academic Affairs
website for detailed list of contents Does the evidence meet
department and discipline standards? What are your duties? Level of
quality or attainment
Slide 15
Systematically design your packet. Follow College Guidelines
Table of Contents Clearly label sections Tip #1 Organize
OrganizeOrganize
Slide 16
Know your audience. Dont 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. Tip #2 Prepare your packet for
the stranger
Slide 17
Provide evidence of progress by drawing connections between
your research, teaching, and service/extension performance to:
Department (Discipline) Expectations College Mission University
Mission/Academic Plan Tip #3 Faculty Essay Connect the Dots!
Slide 18
Precise and concise statement that connects the dots. Remember
your audience. It is not about educating your audience about your
research, teaching or service. It is about providing evidence of
your scholarship, teaching effectiveness, and service. How to
construct the essay the essay(narrative)
Slide 19
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?
Slide 20
Does your essay do this? Show trajectory connect the dots.
Illustrate how: grants lead to publications? presentations lead to
publications? publications lead to publications?
Slide 21
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?
Slide 22
Does your reflection on service? 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 service activities?
Slide 23
External peer review Department faculty review Department heads
recommendation College-level faculty review College deans
recommendation University-level faculty review Review by Academic
Affairs Trustees action Review by President (on appeal) V. REVIEW
PROCESSES A B C
Slide 24
A.Department-level review Solicitation of external letters
(T&P cases) Review and vote by faculty peers Recommendation by
department head Example peer remark (reappointment): For someone
with a 60% teaching split, who has taught for two years in another
institution before coming to the University of Wyoming, her
progress in teaching is unsatisfactory. _____ is much more suited
to clinical settings or pure research. TEACHING COUNTS! Outcome:
resignation in the face of a negative reappointment recommendation
from Academic Affairs
Slide 25
Example: external letters from Colby College Columbia
University Dartmouth College Duke University Oberlin College
Professor ______s scholarship is bold in treating major authors and
issues, careful in its close reading of primary texts and its
consideration of secondary literature, and scrupulous in its
honesty and clarity. I have found his work of genuine value for my
own teaching and writing. [From Duke University] UW Regulation
5-803 requires a minimum of 4 letters from arms- length reviewers.
Letters from co-workers and former students are okay, but they must
be in addition to the required letters.
Slide 26
Suggestion 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.
Slide 27
B. College-level review Review and vote by faculty-elected
college committee Recommendation by dean Example remark from
college committee: It is clear from _____s packet, especially the
comments made by the external reviewers, that he has achieved a
regional, national, and international reputation for his work. His
record of securing external funding and publishing his work are
exceptional. Student evaluations of his teaching have consistently
been positive and his graduate students have been very successful
in terms of their ability to produce peer-reviewed products. Firing
on all cylinders
Slide 28
C. University-level review Review by faculty-elected university
committee, if required Recommendation by VP for Academic Affairs
Example UT&P comment (tenure): This case presents an
all-too-familiar pattern: fine teacher, great citizen who is
succeeding at tasks necessary for the department, college, and
university, but doing so at the expense of research development.
Lesson to be learned: Good performance in one dimension of the job
description doesnt trump inattention to other dimensions.
Slide 29
D. Trustees action Only positive cases forwarded March for
first-year cases; May for all others There is no tenure until the
Trustees confer it. UW does not recognize de facto tenure (and
neither do courts).
Slide 30
Slide 31
VI. CAREER STRATEGIES 1.Become a versatile, engaging teacher.
2.Identify and cultivate a national or international audience for
your scholarly activities. 3.If external funding is available in
your field, develop and follow a plan for seeking it. 4.Find ways
to connect your scholarly work with your teaching. 5.Select a
meaningful array of service activities. 6.Learn how to be a leader.
7.Maintain a love of your discipline. These are strategies for
staying sane, not just for getting tenure!
Slide 32
UW Regulation 5-1.E: Faculty members on tenure may be dismissed
only for cause or because of bona fide financial exigencies of the
University. "Cause" is defined to include any conduct which
seriously impairs the ability of the University of Wyoming to carry
out its functions, including physical or mental incapacity,
incompetence, neglect of duty, dishonesty, immorality or conviction
of a felony.
Slide 33
Web resources: Academic Affairs website (several documents):
www.uwyo.edu/AcadAffairs/promotion/ UniReg 803, General Counsel
website: www.uwyo.edu/generalcounsel/new-regulatory-structure/
academic-personnel.html QUESTIONS?
Slide 34
Extra slides follow
Slide 35
Summary: 1.UWs standards require strong teaching and sustained,
internationally significant scholarship and research. 2.The faculty
career path allows for a lengthy probationary period as well as an
opportunity to develop wide recognition for teaching and research.
3.A substantial portfolio, documenting teaching and scholarship,
forms the basis for all reviews of faculty. 4.Our processes ensure
rigorous review by UW faculty peers, by outside experts in the
field, and by academic administrators at all levels.
Slide 36
Post-tenure review UW Regulation 5-808 defines corrective
measures available when a tenured faculty members performance falls
below expectations. Dismissal is possible in persistent cases.
Slide 37
C. University-level review Review by faculty-elected university
committee, if required Recommendation by VP for Academic Affairs
Example comment from UT&P committee: _____ has a strong
international reputation for research in an emerging and
interdisciplinary field. His 7 letters from outside evaluators
indicated strong support. He has generated strong grant support. He
has a record of professional and university service. He also
carries a heavy teaching load and is an excellent teacher as
indicated by student evaluations and department heads
comments.
Slide 38
Example: external letters from Texas A&M University
Oklahoma State University University of Washington Drexel
University Excerpt: While teaching and service seem to be adequate
for this stage of [the] academic career, I do not see the depth of
work, either in research/publications/ presentations or in
professional practice to merit the granting of tenure. The tenure
package lacks direction and focus.
Slide 39
III. FACULTY CAREER PATH Probationary period: Normally start as
Assistant Professor Normally 6 years from time of appointment
Annual reviews for reappointment Evaluation of teaching, research,
and service Reappointment contingent upon performance Tenure
decision Normally in 6 th year Involves in-depth scrutiny of
performance (discussed later) Normally involves promotion to
Associate Professor Promotion to Professor Optional not everyone
earns it Normally after at least 5 years as Associate Professor
Requires national or international recognition
