2014Tenure and Promotion

WorkshopPolicy and Procedures Overview

Agenda

DefinitionsTime in RankCriteriaProcess TimelineTenure Progress

AssessmentPacket Assessments

Formal Review of Packets

Preparing your Tenure and Promotion Packet

On-line process

What is Tenure?

End of the probationary periodQualified right to continuous employment Available to qualifying facultySubject to certain requirements initially

and throughout employmentRequires distinction in at least two areasGranted 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 areasEffective working relationships

with clientele and colleaguesAbove 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.

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:

• UF-7.025• UF-6.009• UF-7.019

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 teachingInnovationEngagementScholarshipFundingDocumented 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:

1. Program title2. Situation statement3. Program objectives4. Educational methods5. 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

MeasurableCan 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 clearResults

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 LeaderMentoring CommitteeProgram LeaderIFAS Office of Human Resources

Susan HudsonMary Anne Morgan352/392-4777