2014 Tenure and Promotion Workshop Policy and Procedures Overview

Agenda Formal Review of Packets Definitions Time in Rank Preparing your Tenure and Promotion Packet On-line process Definitions Time in Rank Criteria Process Timeline Tenure Progress Assessment Packet Assessments

What is Tenure? End of the probationary period Qualified right to continuous employment Available to qualifying faculty Subject to certain requirements initially and throughout employment Requires distinction in at least two areas Granted by the Board of Trustees following the completion of all requirements

What is Promotion? Promotion is the official conferring of faculty-ranked titles State faculty titles Assistant Professor Associate Professor Professor Recognizes distinguished performance

What is Distinction? “Distinction” is defined by faculty in the department and college. Significant effort as well as demonstrated excellence and effectiveness in the faculty member’s primary area of assignment.

Non-tenure Track Promotion Criteria for non-tenure track promotion is relevant to the performance of the work that the faculty member has been assigned

Non-tenure Track Promotion The same promotion procedures are followed as tenure track Exception – Final promotion decision made by Senior Vice President for: Assistant In series Courtesy faculty

Time in Rank Tenure – Nominated by seventh academic year of full-time service (the beginning of the last year of the tenure probationary period) Extension to seven years recently adopted “When ready” – Consideration may be given prior to the end of the probationary period if the candidate’s record is ready (a determination made by the faculty member in consultation with the chair)

Time in Rank Promotion – Generally, six or seven years of work minimum for promotion to next rank The “when ready” standard applies

Criteria Quality of scholarship -- teaching, research, extension Research or other creative activities Distinction in your program areas Effective working relationships with clientele and colleagues Above average performance appraisals Quality of scholarship—teaching, research, extension, e.g., classroom instruction, CES, academic advisement...) Research or other creative activity (peer reviewed publications, scholarly activity…) Distinction in at least two program areas. Appreciably better than the average. Working relationships with clientele and UF/IFAS employees. Above average performance appraisals

Process Timeline Spring – IFAS workshops Late Summer – Unit deadlines for submission, assessments, external review July – Draft copy due to IFAS Human Resources August – Packets due on-line October – IFAS T/PS/P Committee and IFAS deans review

Process Timeline – continued December – IFAS Deans make recommendation to President January to March – UF Academic Personnel Board review April / May – President’s review and recommendation to Board of Trustees for tenure

Process Timeline – continued May – Candidates notified of status July 1 – Tenure effective July 1 – Promotions effective, but has varied

Assessment Process for Units Tenure and Promotion – assessments are separate Tenure: tenured faculty in the tenure department assess tenured faculty at the research center assess, regardless of discipline, but only once (with the tenure department)

Assessment Process for Units Promotion: faculty at a higher rank in the tenure department assess faculty at the research center at a higher rank assess, regardless of discipline, but only once (with the tenure department)

Assessment Process for Units Although the final tally of assessments is public, individual assessments must be kept confidential Assessments are based on information in the packet

IFAS Review of Packets IFAS T/PS/P committee reviews all packets 12 members at the Professor or Agent IV level Representative of state and county faculty Six are elected by IFAS faculty Six are appointed by the Senior Vice President Serves in fact-finding, consultative role to the IFAS deans Complete an individual assessment included on the nominee cover sheet Confidential discussion

Review of Packets Deans review, determine support, and prepare letter All packets forwarded to University Administration unless withdrawn by the applicant in writing UF Academic Personnel Review Board reviews; IFAS has one representative

Review of Packets Academic Personnel Board provides assessment to the President Promotions -- President makes final decision except Assistant In series Tenure -- Board of Trustees makes final decision based on President’s recommendation

Feedback to candidate Department / Center assessment Unit leader support / letter IFAS committee individual assessment Dean support / letter

What Happens if Tenure is Not Supported If tenure is not supported by either the Deans or the Academic Personnel Board: Candidates not at the end of the probationary period may withdraw the packet and resubmit when appropriate. Candidates at the end of the probationary period may withdraw the packet and resign or allow the packet to be forwarded. If the tenure packet is not approved by the President, a letter of non-renewal is issued. It is very unusual for a packet to reach the President if it’s not going to make tenure. You may choose to withdraw the tenure packet at any time prior to the President’s decision. If the packet is prior to the required year it can be re-submitted the next year. If not, one can submit a resignation. You may choose to withdraw your PROMOTION packet any time in the process. You can resubmit in the future.

What Happens if Tenure is Not Supported If tenure is not supported by the President, a letter of non-renewal is issued by IFAS Candidate may choose to withdraw the tenure packet at any time prior to the President’s decision

Promotion Faculty members who have been granted tenure, may withdraw the promotion packet any time in the process.

Third-Year Progress Assessment Third academic year Assess progress towards tenure Participation is required

UF Regulations Related to Tenure, Permanent Status and Promotion: On the web at http://regulations.ufl.edu/

Unit Deadlines Department and Center deadlines are different (earlier) than IFAS HR deadlines Check with your unit leader(s) to make sure you are on time

Follow-up and Feedback IFAS Human Resources is responsible for the T/PS/P process. Contact us with procedural questions. Questions regarding unit timelines, content, criteria, etc. – contact your Chair/Director Candidates are notified of packet status at key stages IFAS Human Resources website - http://personnel.ifas.ufl.edu/

The Packet The packet is your means of presenting accomplishments for Tenure/Promotion consideration Review the Provost’s Memo when distributed

Questions?

The Packet Preparing the packet

The Teaching Section Faculty submitting packets in 2014 can use either existing guidelines (implemented in 2009) or proposed guidelines (planned implementation for 2015) Current guidelines – IFAS HR website Proposed guidelines – contact Susan Hudson Organize this section to be as easy as possible for the reader – help us make the case for your promotion and/or tenure. Use summary tables and bulleted lists wherever possible.

The Teaching Section Revised CALS guidelines in brief: Section 9: educational goals and activities Section 10: student and peer evaluations Section 11: evidence of achievement and impact Section 12: graduate committee activities

Section 9.A. Educational Program What is a Teaching/Educational Program? Teaching Program – Addresses an educational need at the undergraduate and/or graduate levels

9.A.1. Statement of context for your teaching Similar to Extension, this should be a succinct overview of your program rationale. Answers the questions: “Why is my teaching important?” and “What is my intended outcome/impact?” Should be easy to understand. Examples: “Introductory level courses in my field are critical for students finding us as a major.” Or: “My teaching and education program is intended to introduce students from a wide range of majors to my field and its central tenets.”

9.A.2. Teaching philosophy Brief statement of your philosophy in teaching, what you hope to accomplish and why, for undergraduate and/or graduate students Could include advising and mentoring as well as more formal teaching

9.A.3. Educational Goals Succinct statements of your own personal goals in teaching (not overall program goals or specific course learning outcomes) Measurable

Section 9.B. Instructional Activities Activities that support your educational goals Includes courses, curriculum development, scholarship of teaching and learning, advising, mentoring, etc. NOTE: do not include master’s and doctoral research as ‘courses taught’ or ‘individual studies’ Include headings only for the activities you are involved in Use summary tables as outlined in the guidelines

Section 10: Teaching Evaluations A. Student evaluations – this section will automatically populate Insert a summary table as directed in the guidelines before the course evaluations B. Peer evaluation – insert the peer evaluation narrative

Section 11 Education Portfolio Opportunity to provide evidence of achievement of education goals and describe measures taken to improve teaching

Section 11.A. Educational Portfolio For each goal in Section 9.A.3 describe your approach and evidence of progress/achievement Evidence could be student work, results of surveys, pre/post testing, etc.

Section 11.A. Example 1 Goal: Students in natural resources fields will be able to describe the importance of water quality. Approach: Give guest lectures annually on water quality in five large introductory classes. Evidence: Student survey at end of semester, and student response to midterm exam question

Section 11.A. Example 2 Goal: Students from urban areas will gain familiarity and increased comfort in natural settings. Approach: Advise student club and lead field trips, teach a lab with field component. Evidence: Photos of students in the field, student comments on end of course evaluation, email testimonials from students in the club.

Section 11.A. Example 3 Goal: Students will use creative design skills to solve environmental problems Approach: Case study examples and field trips Evidence: Students design a landscape for a school or community project

Section 11.B. Educational Portfolio Teaching-related improvement activities – brief narrative or bulleted summary

Section 12 Graduate Committee Activities This section will automatically populate with graduate student committee activity

Extension Program Section

Expectations Excellence in teaching Innovation Engagement Scholarship Funding Documented impact

Why If you have an extension assignment, it is a major component of your job You will not receive tenure or promotion without sufficient documentation Must show excellence

Introduction to the Extension Section This description should delineate the major program areas of your assignment Provide a percentage breakdown of each Organize this section to be as easy as possible for the reader

What is Extension Program? Program – Addresses a ‘gap’ Each program(s) you discuss should contain: Program title Situation statement Program objectives Educational methods Program accomplishments/impacts

Section 1 - Program Title Example: “Improving the Quality of Beef Cattle and Forage” Example: “Improving Nutrition of Senior Citizens” Example: “Improving Water Quality – A Watershed Approach” Be as descriptive as possible - don’t just state “Beef” or “Foods and Nutrition”

Section 2 - Situation This should be a succinct overview of the program rationale. Answers the questions: “Why is this important?”, “Who is the intended audiences)?” and “What is intended outcome/impact? Should be easy to understand.

Section 3 - Program Objectives Succinct statements of the major intended outcome of the program Measurable Can be change in knowledge, practices, economic status, etc. Should be an obvious link with the situation statement

Section 4 - Educational Methods Delineate the nature and extent of the educational methods Examples: number and type of meetings, ISTs, newsletters developed, demonstrations held, etc.

Section 4 - Educational Methods (continued) Summarize information from other parts of the packet as follows: Related work reported in other sections (2008-2013) Creative Works (15) Refereed Journal Articles (2) Newspaper articles (25) Extension Publications in EDIS (12) Extension Presentations (14) Field Days (4) Seminars and Workshops (15) Grants and Contracts ($50,000) In-service training for agents (3)

Section 5 – Accomplishments / Impacts Quantifiable and clear Results Number of people Number satisfied Impacts Knowledge increase Practices adopted Change in status: economic social environmental Explain the scholarship (knowledge, integration, application) Should answer the question – so what?

Other Programmatic Efforts State significant program activities that do not fit within the listed job duties

Questions about the Extension section?

Preparing the rest of the packet

Need Help? Please contact us! Unit Leader Mentoring Committee Program Leader IFAS Office of Human Resources Susan Hudson Mary Anne Morgan 352/392-4777