1. DOSSIER WORKSHOP 1 st and 2 nd Year Retention Dossier Deadline: Nov. 9 th, 2006 October 5 th & 6 th 2006 Eileen Barrett Faculty Development

2. SEVEN BASIC TIPS FROM SUE SCHAEFER 1.START NOW & DON’T STOP 2.APPEARANCES COUNT 3.FOCUS ON THE DOCUMENTS 4.EXPLAIN 5.USE PROBLEMS POSITIVELY 6.ASK FOR ADVICE 7.DON’T DRAW CONCLUSIONS

3. Two Part Workshop Part 1: Tips for Compiling & Organizing Your Retention Dossier due November 9 th Part 2: Strategies for Identifying Evidence & Writing Narratives for Future PTR Cycles

4. Part 1: Tips for Compiling & Organizing Your Retention Dossier Due to Your Department Chair Thursday November 9 th

5. I Just Got Here! Why is My Dossier Due so Early?

6. Recommendation of AAUP 13. 11 The President shall notify a probationary faculty unit employee who has served fewer than (2) years of probation of the final decision on retention no later than February 15. Collective Bargaining Agreement (CBA).

7. 1. START NOW Collect and save things you might want to include such as –Letters or emails about your teaching –Professional correspondence –Materials relevant to service

8. 2. APPEARANCES

9. Invest in a nice binder & put your name on all sides Include an index of all materials in the dossier Organize your materials within the 5 categories: degree, instructional, professional, internal service, external service Use legible font, clean materials Use readable tabs, use 4.0 numbering Invite your audience to read your materials

10. 3. FOCUS ON THE DOCUMENTS Read and refer to the Promotion, Tenure, and Retention (PTR) document –Be aware of the expectations & criteria (see 4.0 general; see 5.0 retention) –Know that instructional (1) and professional (2) achievement have highest priority –Understand the profile approach (See 1.0 Introductory Statement) –Check the deadlines Review your Personnel Action File (PAF) and each year’s retention letters

11. Promotion, Tenure, and Retention Policy and Procedures Document Explains the policies and procedures Describes the criteria for retention, tenure, and promotion Suggests the kinds of evidence that support instructional & professional achievement, internal & external service. Conforms to the Collective Bargaining Agreement (CBA) between Cal State University (CSU) and California Faculty Association (CFA) Is governed by the Academic Senate and approved by the President

12. The PTR document is available Online at the Senate Office http://www.csueastbay.edu/senate/documen ts/PTR%20doc%20as%20amended%20by %2005-06%20FAC%204.pdf PTR for Librarians is governed by a separate document

13. Personnel Action File (PAF) Maintained by The Office of Academic Affairs Designated Custodian: Provost & Vice President of Academic Affairs Call to schedule an appointment to review your PAF Warren Hall 8 th floor (room 815), 885-3714 PAF

14. Working Personnel Action File (WPAF) = #1 WPAF + #2 WPAF (Dossier)

15. 4. EXPLAIN Know your audience; anticipate what they must do Appreciate that your audience may not be familiar with nuances within your discipline Be aware that your audience includes your Department Committee, your Chair, your Dean, the Provost, the President (& might include the College & University committees) Explain what you include to this audience

16. Write an introductory statement or narrative Consider using department letterhead State what you’re applying for Follow the format your readers will use –Mention your degree –Describe your instructional goals& achievement –Describe your professional goals & achievements –Describe your contributions, interests, & goals for internal and external contributions WRITE THE LETTER FOR THEM

17. Use what you have Revise your job application letter Update last year’s cover letter Include or describe your probationary faculty plan Revisit your teaching philosophy Put in writing what you said in your job interview

18. Index, C.V., Degree Index should identify everything you include in the dossier (for your protection) Submit a copy to your PAF Use Index as a Table of Contents Include an up-to-date c.v. Include a copy of your terminal degree or transcript showing completion of the degree

19. Instructional achievement Include a range of evidence (see PTR document 4.1.2) of materials Include evidence of student learning Recognize that instructional achievement is the first category Begin with a summary narrative or teaching philosophy that highlights what you’d like the reviewers to notice

20. I Just Got Here! What evidence do I have of instructional achievement?

21. KEEP IT SIMPLE! No one expects to see much material in your first year. The following are ideas about material to include, not requirements

22. Course Materials Course Syllabi Sample class plans or assignments Sample class handouts If you have been given credit, material from previous institution

23. Classroom evaluation Informal classroom assessment techniques –baseline assessment of student learning –informal, anonymous questionnaires about teaching & learning in the course –Snapshot assessment of daily learning, for example, the muddy point activity Invite a Colleague to Visit a Class

24. Professional Achievement Begin with a summary of your accomplishments that highlights what you’d like the reviewers to notice Tie your professional to your instructional achievement Outline your research agenda Refer to PTR section 4.1.3

25. Internal Contributions & External Service Begin at the department level Tie service to your interests Work with a student club Organize an activity for students Assist your colleagues with activities Assist with Al Fresco, 1 st year convocation, Honors ceremony, Welcome Day Document work with local, state, national, or international organizations

26. THINGS TO KEEP IN MIND

27. 5. USE PROBLEMS POSITIVELY Address concerns raised in prior retention letters Demonstrate desire to improve by seeking help & attending faculty development Describe how you have solved any problems; show your new pedagogy Stay positive

28. 6. ASK FOR ADVICE Ask your chair and dean for advice Consult with mentors within and outside the department Come to faculty development If there is a difference of opinion, defer to those who are part of the decision making process

29. 7. DON’T DRAW CONCLUSIONS Never say, ‘I deserve retention because...’ Let your reviewers draw their own conclusion But make that positive conclusion as easy for them to draw as possible

30. Enjoy the process See the process as an opportunity for professional reflection Take pleasure in all your accomplishments Set some professional goals Don’t sweat the small stuff!

31. Celebrate your accomplishments with your colleagues! Come to the Faculty Development Pizza Party Thurs. & Fri. Nov. 2 & 3 rd 11:30-1:30 Office of Faculty Development

32. Part 2: Strategies for Gathering Evidence & Writing Narratives For Future PTR Cycles

33. 1. START NOW & DON’T STOP Tenure is a cumulative process that recognizes accomplishments & anticipates your future contributions. Promotion recognizes accomplishments

34. Update Your Materials Include an up-to-date c.v. Each year exclude redundant materials Include recent versions of professional work Write new narratives to direct the conversation about your dossier Use evidence to demonstrate your ongoing development & achievements

35. Figure Out What Matters Talk to your colleagues Learn the department, college, campus culture Attend some faculty socials Find your own mentors Make appointments to visit your chair and dean

36. Balance your commitments Divide your time among –teaching –networking –research, scholarly, or creative activity Begin to consider appropriate venues for University & External service

37. Keep a teaching journal that will help you Describe your approach & style of teaching Tie your course goals to the goals of relevant curriculum Tie your narrative to Department, College, or University mission, & our unique student population Address any concerns from previous reviews

38. Narrative on instructional achievement might describe Range of courses you teach Range of teaching formats—large lecture, mid-size lecture/discussion, seminar, online or partially online Course revisions Collaborations in teaching Faculty development activities

39. How might you describe faculty- student contact?

40. Advising & teaching beyond the classroom might include Logs of student visits to office hours Sample email responses to student questions Independent studies, theses Supervisions of students’ presentations or performances at conferences, festivals, galleries, meets, etc. Sample letters of recommendations Work with student groups & students’ campus functions Involvement in mentoring programs

41. How might you describe cooperation among students?

42. Classroom teaching that engages students might include Designs for group work and group projects Organized role playing, debates, & performances Students’ projects and papers Guidelines for assignments Use of Blackboard discussion groups

43. How might you illustrate active learning?

44. Active learning might include Writing to learn activities Student presentations Lab assignments & activities Field trips & museum visits Performance activities Research assignments Course portfolio projects Self-reflective learning journals

45. How might you show or describe prompt feedback?

46. Evidence of feedback Schedule of graded work Sample diagnostic or baseline tests Sample quizzes, tests, exams Grading rubrics for assignments Course portfolios Self-evaluation activities Sample comments on students’ work Sample student progress reports

47. How might you document time on task?

48. Evidence of organization Teaching –Detailed schedule with deadlines –Stratification of assignments Advising –Plans for completing the major

49. How might you show high expectations?

50. Evidence of high expectations for learning Course goals & requirements Models of students’ best work Recommended reading & assignments Extra credit activities Class visits from former successful students and/or leaders in the field

51. How might you document respect for diversity?

52. Evidence of an awareness of our diverse students & their diverse learning styles Rules for respectful classrooms Different testing options Assignments that test a range of skills Use of visual, audio, and written materials Inclusion of diverse curricular material Attention to contributions of women and people of color

53. Peer evaluations Summative evaluations from colleagues who visit your class Formative evaluation from faculty development Letters from colleagues in whose classes you have presented Letters from colleagues with whom you have shared syllabi, assignments, or collaborated

54. Student Evaluations Impartially administered student course evaluations with tabulated results from Office of Assessment & Testing Unedited summaries of student comments Unsolicited letters from students Unsolicited emails with substantive comments from students Informal feedback on student learning

55. Tips for Accomplishing Professional Goals Balance teaching, networking, scholarship, & service Apply for new faculty and other internal grants Revisit your dissertation Collaborate with colleagues Join a writing circle Visit research and sponsored programs Get a clear idea of expectations

56. Internal University Contributions Tie service to pedagogical & professional interests Begin at the department level Discuss service interests with your chair Attend some Senate meetings Talk to Senate committee chairs Run for committees that interest you

57. Tips for University Service One Day Wonders –Al Fresco –Commencement –Orientation –Honors Convocation –Graduate Recruiting

58. External Representation Seek community service relevant to your discipline Do service that you enjoy or believe in Connect your community service to our students

59. Suggestions for External Service Have your church/temple host a CSUH student group Arrange a campus tour for the school your children attend or that’s in your neighborhood Invite your reading group to a campus event

60. Celebrate your accomplishments with your colleagues! Come to the Faculty Development Pizza Party Thursday, Nov. 2 & Friday, Nov. 3rd from 11:30-1:30 LI2300