1. 2014 Tenure and Promotion Workshop Policy and Procedures Overview

2. 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

3. 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

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

5. 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.

6. 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

7. 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

8. 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)

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

10. 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

11. 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

12. 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

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

14. 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)

15. 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)

16. 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

17. 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

18. 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

19. 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

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

21. 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.

22. 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

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

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

25. UF Regulations Related to Tenure, Permanent Status and Promotion:
On the web at

26. 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

27. 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 -

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

29. Questions?

30. The Packet
Preparing the packet

31. 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.

32. 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

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

34. 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.”

35. 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

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

37. 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

38. 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

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

40. 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.

41. 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

42. 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, testimonials from students in the club.

43. 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

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

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

46. Extension Program Section

47. Expectations Excellence in teaching Innovation Engagement Scholarship
Funding
Documented impact

48. 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

49. 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

50. 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

51. 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”

52. 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.

53. 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

54. 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.

55. Section 4 - Educational Methods (continued)
Summarize information from other parts of the packet as follows: Related work reported in other sections ( ) 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)

56. 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?

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

58. Questions about the Extension section?

59. Preparing the rest of the packet

60. Need Help? Please contact us!
Unit Leader
Mentoring Committee
Program Leader
IFAS Office of Human Resources
Susan Hudson
Mary Anne Morgan
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