Valerie W. Herzog, EdD, LAT, ATC Graduate Athletic Training Program Director

Associate Professor Weber State University

� � Tenure is the contractual right to permanent and

continuous appointment. Tenured faculty are not subject to termination or substantial reduction in status until the faculty member resigns, retires, or the University exercises its rights in proven cases of adequate cause, medical incapacity, institutional financial exigencies, or discontinuance of a program or department of instruction.

� Promotion – Advancement in Rank, i.e. Assistant professor to Associate Professor to Professor

Tenure vs. Promotion

Tenure are promotion (to Associate Professor) are granted at the same time.

� �  Review by Dept. Chair in 2nd year to assess progress

These follow the same timeline: �  First formal (interim) review in 3rd year �  Tenure/promotion review in 6th year �  Eligible for promotion to Professor with 5 or more years at

Associate Professor rank

�  Timeline Found in WSU Policies and Procedures Manual (PPM) �  http://www.weber.edu/ppm/

�  Section 8 – Appointment, Promotion, and Dismissal of Faculty �  8-12 – Dated Guidelines for the Ranking Tenure Review Process

�  Key Dates for all reviews except 2nd year review by Chair �  The departmental Ranking Tenure Evaluation Committees are

established. (PPM 8-15) – Sept. 29 �  Your completed file must be submitted for review – Jan. 15

Timeline

� � After a successful review with your chair (indicating

that you are making satisfactory progress toward tenure), you may request from your chair a one semester, one course-load reduction, prior to receiving tenure, to give you more time for scholarship.

� This will likely not be granted if you are teaching overload in that semester.

� Details found in: PPM 3-25, VI

One-Course Reduction

� �  Teaching

�  Peer evaluations �  Student evaluations

�  Must be done every semester in EVERY course until you are tenured �  May need to request summary/comparison data �  Show that you are listening and making changes over time based on

the feedback you’ve received �  Samples of student work – good and bad �  Course syllabi �  New materials created – learning materials, assessment tools, etc. �  New courses created �  Thank you notes from students �  Course enrollments �  Conference/ workshop attendance that improved your teaching,

scholarship, and/or service

Make hanging files now

� �  Service

�  Committee Service �  Department, College, University, accreditation �  Request a letter after your term is complete if you don’t

receive one �  Professional Service

�  Conference service, leadership positions, committee service, journal reviews

�  Community service – professionally-related only �  Offering your professional skills for free in the community �  Educational speeches, Board of Directors, consulting

�  Student service – advising, club advisor, recruitment events �  Administrative service – Program Director, Dept. Chair, etc.

Make hanging files now

� �  Scholarship

�  Publications �  International, National, Regional, Local �  Peer-reviewed, non-peer-reviewed

�  Presentations �  International, National, Regional, Local, student work

�  Ongoing scholarly work (works in progress) �  Grants, Patents, shows, etc. �  Other scholarly activities

�  Expert reviewer or committee member for dissertation �  Textbook editor

Make hanging files now

� � Also make a separate folder on your computer for

digital files � Save evidence of each now as it will make it easier to

find when you need it later (with sub-folders) � Teaching �  Scholarship �  Service

Electronic files

� � Keep everything now! � Include a note with everything you stick in your

folder so that you remember why it’s there and why it’s great

� You can determine later what is worth including in your file via mention only or also as evidence

What to keep

�

Notes: 1.  COAST doesn’t use channels, but rather a weighted point system with a

similar philosophy 2.  Arts and Humanities uses the term “Adequate” instead of “Satisfactory.”

Understanding the Channels

Channel Teaching Scholarship Service

1 Excellent Good Satisfactory

2 Excellent Satisfactory Good

3 Good Good Good

4 Good Excellent Satisfactory

5 Good Satisfactory Excellent

College of Science Tenure Document

� Channel

Credentials Probationary

Periods Teaching Scholarship

Administration and/or

Professionally Related Service

A Satisfied Satisfactory Good Good

B Satisfied Satisfactory Excellent Satisfactory

C Satisfied Excellent - - Good

D Satisfied Good Good Satisfactory

E Satisfied Good Satisfactory Good

Promotion Channels PPM 8-11

Channels for promotion from Assistant Professor to Associate Professor.

� Channel

Credentials Probationary

Periods Teaching Scholarship

Administration and/or

Professionally Related Service

A Satisfied Good Good Good

B Satisfied Good Excellent Satisfactory

C Satisfied Excellent Good Satisfactory

Promotion Channels PPM 8-11

Channels for promotion from Associate Professor to Professor.

� � Each college has its own tenure document � Different requirements and criteria � Found on the Provost’s website at:

�  http://www.weber.edu/FacultyAndStaffResources/tenure_documents.html

� Read your college’s tenure document several times. Ask questions regarding anything that you are uncertain about.

� Pay attention to the timelines. You will have a formal review in your third & sixth year.

Tenure documents

� � College of Education

� Teaching portfolio is completed and reviewed one year prior to formal reviews (in the 2nd and 5th years)

� Must earn minimum rating of Good in teaching (Science, Arts and Humanities, & Library too)

� College of Arts and Humanities – Departments also have tenure documents that must be followed

� COAST – 13 pages!!! Specifies Curriculum Vita format that must be followed. No channels, weighted point system instead.

Noted differences

� �  Start requesting these right away – this semester! �  Invite all faculty and your Dept. Chair to watch you teach

and provide feedback � Give each a copy of your syllabus, highlighting dates that

would be worth watching �  In advance, provide them with the materials you will use

in class that day � Use the feedback you receive to improve your teaching � Use the feedback to help you choose committee members

for your reviews

Peer Evaluations

� � Following your first round of teaching evaluations,

find someone who is supportive, yet still gives you honest, useful feedback

� Ask your Dept. Chair who in your department submitted a tenure/promotion document that you should emulate (1-3 people if possible). Review their files and ask questions if they’re willing to chat.

� If these are the same people, you have found your mentor (see TLF website for mentoring article). If they are different, seek guidance from each person.

Choose a Mentor/Model

� � MUST use the Autobiographical form � Also found on the Provost’s website at:

�  http://www.weber.edu/FacultyAndStaffResources/default.html

� Begin working on this now and add to it each semester

� The website also includes a Sample Autobiographical form explaining what might go in each area

� Be sure to explain why each thing you did is worth noting, i.e. why should the committee be impressed? How much time and effort went into your work?

The Narrative

� � If you presented:

� Be sure to save a copy of your presentation and/or electronic poster – put in tenure folder on computer

� Upon your return: � Reflect on what you learned � Bring what you learned back into your classroom

and/or your scholarship � Write about what you learned and how you brought it

back into your classroom and/or scholarship �  Save programs, especially if your name is in it

somewhere

Attending Conferences

� � Does it matter? Yes and No � Yes, it matters to show that you maintain a consistent

pattern of quality teaching, scholarly activities, and service. � Maintain this consistency at WSU – don’t front-load or

coast and then cram it all in. � No, these activities won’t typically be “counted”

with the rest of your “beans.” �  For example, if your college would like to see two

publications for an excellent rating, those published before you began at WSU will likely not count.

Work Prior to WSU

� � Engage in activities with faculty within and outside

of your department � Excellent venue for new ideas � Great way to get to know other faculty � Great use of resources – easier to get grants! � Great way to let others know of your good work,

rather than having to “toot your horn” � May pay off in the tenure/promotion process � Consider asking faculty to write letters of support

outlining the importance of the work and/or quality of the journal you publish in.

Collaborative Work

� � Be sure to clearly delineate what was your work and

what was student work � Undergraduate research is valued at WSU � Grant monies are available through the Office of

Undergraduate Research for the research itself and for students to travel to conferences to present their work (limited funds available for graduate student research)

Student Work

� � If an activity fits into more than one category, list it in

both, but state that you did. �  For example, you work with Brenda Kowalewski and/

or Leah Murray in the Community Involvement Center to create a service-learning experience for your students and you participate in it as well.

� This would fit in both teaching and service. � Then, you later do research/creative arts with the

community partner. �  Now, it can also fit in scholarship

Cross-listing Activities

� � If tenure has not been awarded on or before June 30

of the final probationary year, the faculty member may continue to serve without tenure upon invitation of the institution. However, these members are subject to annual evaluation by their departments as established for untenured persons for purposes of yearly renewal of employment. (PPM 8-27)

Failure to Achieve Tenure

� � All tenure documents also define eligibility for tenure

guidelines such as degree and timeline requirements �  Faculty must meet the Standards for Professional

Behavior specified in PPM 9-3 though 9-8. �  http://www.weber.edu/ppm/Policies/9-AcadFreedom.html �  How is this evaluated???

� Don’t just aim for the bar as it may move. � Don’t get sucked into teaching too much overload. The

expectations for quality teaching, scholarship, and service will not decrease because you pick up two extra classes.

� Be sure to spell out your future plans too. You wouldn’t want them to think that you intend to put your feet up once you are awarded tenure.

Other notes

� � Stay positive about the process, not defensive � Don’t expect to get all glowing ratings, especially at

the 3 year mark – do you give all of your students A’s on every paper? Why not? � They want to help you improve

� Tenure is something we earn through hard work, not a silly hoop that we have to jump through

� How many other professions offer career/lifetime contracts?

Attitude

� 1.  Start early 2.  Write a narrative explanation – tell them why the

great things you’ve done are great 3.  Make your file well-organized for easy reading 4.  Beware of “padding” by repeating information in

more than one place. 5.  Discuss your failures (and what you learned from

them) as well as your successes. 6.  You don’t have to be fabulous at everything

Ten Tips from Judy Elsley

� 7.  Don’t forget your teaching – WSU is a teaching

institution. 8.  Write a cover page that summarizes your

accomplishments 9.  Use a clear, meticulous (no grammar or spelling

errors) writing style and remember your audience (most will be outside your field)

10. Write, rewrite, get feedback from colleagues and chair, and revise again.

Tips from Judy (con’t)

�

Valerie Herzog ValerieHerzog@weber.edu

x7656

Questions?