1. John Holcomb Cleveland State University Mathfest 2010

2. Caveat Some of the advice in this presentation may not be appropriate for your institution or circumstances You MUST learn the expectations and procedures for your institution Please cultivate mentors and discuss procedures with your chair

3. Youngstown State University 1995-2000 Masters granting comprehensive state university Open enrollment High Teaching load (12-15 hours per quarter) I believed the expectation was 2 peer reviewed papers for tenure Tenure dry run year before tenure review

4. Cleveland State University Comprehensive Masters-granting institution Almost open enrollment Low teaching load (8 hours per semester) Higher research expectations 4 th and 5 th year reviews prior to tenure year (reviewed by dept, chair, and college committee)

5. Documenting Scholarship Very challenging for Mathematicians Pitch mathematics to multiple audiences: department, college cmte, dean (less may be more) A paragraph or section on each paper/project/collaboration Find a quote somewhere in the Notices (I think) about how impact factors and citation indexes in mathematics are not necessarily helpful. Number your papers on your vita and reference them by number in your narrative

6. Documenting Scholarship Get the AMS Notices Article January 2005 "Patterns of Research in Mathematics" by Jerrold Grossman. 43% of mathematicians have only published a single paper 15% for 2 papers, 8% for 3, 5% for 4, and 4% for 5 papers, and 10% for 6-10 papers and 7% for 11-20 and 6% for 21-50 and 2 % for 51-100

7. Publishing

8. Documenting Scholarship Co-authorship Take the pulse of your department and college You have to explain your contribution Solicit letters from co-author or lead author that testifies to your contribution to include in Appendix

9. Documenting Teaching Student Evaluation Data Necessary evil that administrators seem to love If it is a Likert Scale, give the percentages for each category and then collapse Make a bar graph for the percentage in each category If classes are small, describe the impact of single students If the scores began lower and improved, make that clear Get data for department/college norms Explain the steps you have taken to address the issue

10. Documenting Teaching Do a Master Teaching Swap Visit a colleagues class and interview the students for 10 minutes Tell them you will share their concerns after final grades are posted with no attribution to specific students Have the colleague do the same thing for your class Think deeply about the questions the colleague should ask

11. Documenting Teaching Make scholarly in some way major course overhauls Articles, presentations, etc. Give workshops or colloquiums on curriculum enhancements Get letters of support from others who have used your innovations Learn if you need to include every course syllabus or simply ones that are a result of redesigning on your part

12. Documenting Teaching Document Teaching Effectiveness Clearly articulate the “threshold of understanding” and describe how you evaluated success or failure Show success rate in class (especially upper level courses) Describe the process Colleagues reviewed materials and get it in writing Caveat: This is more rare and I have yet to see it done

13. Documenting Service Choose fewer committees/projects, but have more of an impact Document the impact Realize that Service may make or break your tenure

14. General Thoughts Do not leave this for the last minute It is up to you to make the case Have others read it Find out what is expected in terms of documentation Ask a lot of people the same questions Size does NOT matter It is like a grant in that it is never quite done

15. Final Thought Organization, Organization, Organization!