ࡱ > c bjbjVV 5 < < Z 4 8 = I ]e " d d d d d d d g i d d d 2 j j j d j d j j p` t d -SX r c ^ d !e < ]e Bd ^ j H " j d j d $ j d d j ]e j : On Track Suggestions and Information
for
Faculty Anticipating Fourth Year or Tenure Review
in the College of Liberal Arts
May 13, 2005
This document was drafted by the CLA Tenure Track Faculty Task Force appointed by Dean Donna Kuizenga, chaired by Jean Humez (Womens Studies), and consisting of Kathleen Hartford (Political Science), Tom OGrady (English), Alice Carter (Psychology), and Jack Spence (ex officio, CLA Associate Dean). While the document has no official standing, it is offered as a good-faith aid to collegial mentoring. We hope that it may help improve the flow of communication about current personnel review practices, and provide some useful guidance to tenure track faculty in the ý. We have tried to make suggestions generally applicable, but because departmental practices differ, tenure track faculty should be sure to consult their own department chairs and personnel committee chairs.
1. What should I be doing to prepare well in advance for fourth year and tenure reviews?
Ultimately, tenure decisions require complex judgments about quantity and quality. Different disciplines vary considerably as to what is considered an appropriate level of scholarly productivity for the award of tenure, and there is as yet no comprehensive set of guidelines at the ý or provosts level to guide junior faculty. Some departments have articulated the weight they attach to various kinds of scholarly work in the criteria used for merit review. We hope that individual departments will, to the extent possible, clarify their guidelines on expectations for tenure track faculty, including the kinds of venues in which research, creative and/or professional activities should appear. In the meantime, however, we note that it is deemed crucial for many fields to publish in appropriate peer-refereed venues. It is also important when you come up for both fourth year review and tenure to be able to articulate compellingly your overall research agenda, including connections you see among your various publications, works in progress and future plans.
Keep complete records of all your contributions in teaching and advising; research, creative and professional activities; and service. This includes:
documentation of curriculum development work, teaching materials you create and revise, appreciative notes from students or from colleagues who have observed your teaching or guest-lecturing.
conference presentations and papers, workshops, guest lectures, invitations to speak, correspondence on papers revised and sent out for review, grant proposals, publications of all kinds, creative work and presentations, etc.
invitations to speak to groups, give guest lectures or serve on committees, as well as reports or other writings generated for professional and community organizations, or departmental, ý, and university groups.
It is a good idea to ask your department chair or department personnel committee chair to request letters describing and assessing your service contributions immediately after your service is complete, while memories are fresh. It is also helpful to make and save your own notes on your contributions on committees.
The Annual Faculty Report is an important permanent document that becomes part of your fourth year and tenure review file, so be sure to be comprehensive. Take a proactive role in seeking advice about what to report on your Annual Faculty Report. Your department chair, department personnel committee chair, senior colleagues, and especially recently tenured faculty can be very helpful sources of information about current personnel practices. When in doubt you should feel free to consult the deans office as well. (Annual Faculty Reports cover your activities from September 1 through August 31. See UMB website for a copy of the form.)
Seek out candid advice on your progress annually from your department chair and/or personnel committee chair, after your Annual Faculty Report has been evaluated. Be sure you are clear about what you should be doing more or less of.
Update your c.v. at least annually, when you are completing your Annual Faculty Report.
Look at the personnel calendar on the provosts web site to be sure you are familiar with personnel due dates and processes.
2. How can I balance responsibilities for teaching and service and still get my scholarship done?
Protect your time for research and writing carefully. Make a maximum effort to cluster your teaching, advising and committee duties on the same days, so that you retain blocks of time for your research. Unless you need to teach during the summer for economic reasons, do not do so, as the summer provides precious research time. While you will need to develop an array of courses, you should resist the temptation to continually create new courses. This is an issue to discuss with your department chair. Do not hesitate to ask for a schedule that optimizes your research time.
Plan your research and writing in a multi-year framework, and reassess and adjust your plan each year. Think in terms of your own intellectual goals, but also keep in mind what product(s) you will need to have completed by the Tenure Decision Year (TDY). Use this yardstick to help set staged goals that are realistic. When deciding what projects to work on, try to think in terms of how the individual pieces fit into your overall agenda, and to anticipate how long it may take for potential research projects to reach the publication stage. (For example, will you be able to convert that research presentation or conference paper into an article for a refereed journal or a book chapter within a year or two?) At the fourth year review, you will have a first opportunity to lay out your agenda in your personal statement. (See below, 4, for more detail on the personal statement.) At the tenure review level, you will explain the coherence and future thrust of this research agenda in a more developed way.
Do not devote so much time to conference presentation that you neglect the work required for publication. An unpublished conference paper does not carry the same weight in personnel reviews as an accepted or published article. Nonetheless, some conference presentation is important because of the intellectual stimulus provided by such gatherings, as well as the opportunity they provide to meet and network with senior colleagues in your field, get exposure for your work and sometimes to find opportunities for publication.
Remember that you do not need to work equally hard on all three areas at any one time. There may be some years when you do less writing and concentrate on effective teaching of new courses; there may be other years when you do less service and more writing. Over the course of the whole period before the tenure review, this should balance out to a strong record in all three areas.
It is expected that you will have a variety of service over the years, including service within the university (departmental, ý and/or university service) and/or service to the profession and professionally relevant service to the larger community. Work with your department chair on a service strategy, and update this strategy annually. In general you should begin with very little and gradually expand over the probationary period. Remember to keep the three areas in balance, and not to let service overshadow the important areas of research and teaching. Dont be afraid to say no to invitations to work on projects or committees beyond what you and your Chair have deemed essential.
When choosing service projects, look for opportunities to work on things that are of particular interest to you and that give you the chance to make substantive and visible contributions. Bear in mind that ý and university committee service assignments, judiciously selected, can provide the chance to meet and work with colleagues from other departments and ýs, and give you a wider view of the institution as well as engaging you in shaping university policies.
3. How I can get support during the pre-tenure years?
Take advantage of mentoring opportunities that are offered, or seek out mentors on your own. Consider asking a group of knowledgeable and helpful recently tenured and senior faculty, perhaps some of them from outside your department, to act as a support group, meeting with you every six months or so to discuss your progress on your research agenda and any issues you may have related to teaching and service.
Make a regular practice of meeting with your department chair at least once a semester. Remember that you need to be conscious of how your activities fit into the departments goals and culture. Balance advice from extra-departmental mentors with advice from mentors/chair inside the department.
Plan to apply for the Pre-tenure Faculty Seminar offered by the Center for the Improvement of Teaching, perhaps in your second or third year of teaching. (While it is possible to do this in your first year, you may find it more useful when you have more teaching experience at this institution to talk about.) This seminar gives you a course release as well as a regular time to talk frankly and confidentially with colleagues from other departments and ýs about teaching and professional development issues.
Explore all of the options offered by the ý for applying for support for your research and writing, as well as external sources of funding. For example, consider applying for the CLA Deans Fund for Faculty Development, the CLA Urban Cultural History Fund, or the Healey Research and Public Service Grants. You may apply to the ý Travel Fund for funding to present papers at conferences (this covers air fare and conference registration, and requests for proposals are available each semester). Some of the Research Institutes also offer mini-grants for appropriate research or community-based activities. Some mini-grants can be used to support specific projects related to research and publication, such as hiring research assistants, paying for book indexing, etc.
When seeking highly competitive external funding, bear in mind that each grant proposal is good practice even if it is not funded, and that your effort in putting together a proposal is very good evidence of your high level of motivation and desire to be productive! Consult with senior colleagues in your department who have external funding and try to obtain copies of funded applications that can serve as a model. It can be extremely helpful to get feedback from funded colleagues before you submit your grant applications.
While there is no formal pre-tenure sabbatical at the university, there are ways to obtain some reductions in teaching load in order to have more time for scholarly work.
First, current ý policy offers newly hired junior faculty two course releases, and the option of taking these the first year (teaching a 2-2 load), or at a later time teaching a 4-0 course loadin effect generating a teaching-free semester for research. (Note: this applies to faculty hired as of Fall 05 and beyond.)
Second, the dean has created a new policy that will go into effect this year: one additional course release will now be available for tenure track faculty, upon successful completion of the fourth year review.
Third, there is no better way for an individual to build her/his case for tenure than to find a way to devote a whole year to research. This can be done in some cases by obtaining a fellowship or a year at a research institute or at a government agency. Taking a leave of absence carries with it the option of an extension of ones Tenure Decision Year.
Consider participating in the Junior Faculty Colloquium series, run by junior faculty colleagues (contact CLA Deans office current coordinator). This will be a good networking opportunity and will help make your work more visible, and perhaps lead to opportunities for collaborative work, or for presentations in other venues and even publication. Other campus research groups also sponsor informal presentations of faculty work in progress.
4. What is the fourth year review and how does it work?
The fourth year review, referred to in the Red Book as re-appointment through Tenure Decision Year, is not officially a mini-tenure review. It does not require letters from outside reviewers, for example, and both the documentation of activities and the analysis of submitted materials is less extensive than at the tenure review.
Your chairperson should meet with you in the spring of your third year to explain the fourth year review process and ask you to put together a c.v. and a file of supporting materials documenting your work in teaching, scholarly and professional activity, and service. It is useful to be aware of deadlines so that you can take a proactive role in setting up this meeting, if necessary.
A personal statement, while not technically required by the Red Book, gives you the chance to frame your work not only for your colleagues in your department and field, but for the College Personnel Committee and the administration. At its best, the personal statement provides context for your achievements beyond what is visible on the c.v., showing that they fit into a meaningful plan for your development as a scholar, teacher and university citizen. Some junior faculty have found it very helpful to ask colleagues who have recently been through the process to share their personal statements. If you do plan to look at model personal statements, it is a good idea to look at more than one. (Bear in mind that this committee will recommend a reduction in the length of future personal statements, in order to minimize the burden on faculty.)
In practice the fourth year review has become an occasion for junior faculty to show that they have made very considerable progress toward a tenurable level of achievement. The result of the fourth year review is almost always that your contract will be renewed through the Tenure Decision Year (TDY), but it is also an opportunity for your department (or the administration) to give you a signal if you need to make adjustments in your course or to advise you on what might strengthen your case for tenure. Pay close attention, therefore, to the comments made at all levels of review. This advice is designed to help you figure out your priorities during the time remaining before your tenure review. Do not be alarmed at the legal language in letters from administrators as part of the fourth year review. There will almost always be a disclaimer, pointing out that no matter how positive the comments are, this is not as thorough as a tenure review and does not commit the university to grant tenure. If you have trouble interpreting the comments of the evaluation letters, talk with people in your department or in the deans office for clarification.
5. What is the tenure review and how does it work?
The tenure review process is mandated by the university and formally governed by rules articulated in several documents, including the Red Book, as well as by union contract. The review begins no later than the 6th probationary year of a tenure-track appointment. The review begins at the departmental level, and continues through ý and university levels, concluding in a decision by the Board of Trustees.
The academic department establishes and articulates criteria for evaluation in a particular field. The departmental personnel committee is responsible for conducting the tenure review and voting on whether to recommend tenure (with or without promotion). The department personnel committee then makes the case for its judgment in the form of a lengthy analysis supporting its recommendation to the dean and provost. Generally department chairs write separate recommendations, and the two recommendations are forwarded to the dean, along with the tenure file that includes all supporting documentation.
Departmental and program tenure committees usually consist of tenured faculty only, and generally have at least 5 members. In smaller programs or departments, personnel committees may be enhanced with appropriate faculty from other departments, invited by the dean in consultation with the chair or program director and, when appropriate, the Faculty Staff Union.
In the spring before your sixth year, your chairperson and/or department personnel committee chair should meet with you to explain the tenure review process and ask you to put together your basic file. This includes an up-to-date c.v., an extensive collection of supporting documents (see Question 1 above), and a personal statement. The deadline for submitting your file is in September of the Tenure Decision Year; look at the Personnel Calendar on the provosts web site for the exact date.
You will also be consulted about the process of selecting outside reviewers of your scholarship and service activities, and about soliciting student letters on teaching. Departmental practices differ, but at least 5-8 letters evaluating your scholarly record will be solicited from distinguished scholars in your field, several chosen from a list you have submitted and several chosen from a list independently generated by the personnel committee. Your c.v. and a compendium of your scholarship will be sent to those agreeing to review it. Because outside reviewers are given an early fall deadline for their letters, your department may wish to send most of the relevant materials to them in late spring or early summer before your TDY.
The department must finish its review and evaluation by mid October and your chair will also write a separate evaluation. The file and recommendations are then sent to the College Personnel Committee (CPC), which completes its review by mid December, and makes a recommendation to the dean, who also writes a separate letter. In early January the file is sent from the deans office to the provost and chancellor. Usually the administrative review is completed by mid-spring, and in almost every case you will know the result by then, although the final formal decision rests on a vote of the Board of Trustees by late spring or early summer. As each level of review is completed, you will receive copies of the evaluation letters with their recommendation.
6. What should I pay most attention to during the tenure review?
Your department cannot formally solicit any letters (from any reviewer) until you have signed a form indicating whether you choose to waive your right to see those letters (confidentiality agreement form). The letter of invitation to the reviewer will state whether or not you have waived this right. Most candidates waive the right to see the letters, but you might want to discuss the ramifications of either choice with your department chair and others whose advice you value.
The September due date for your basic file is an important one. You should aim to have all appropriate documentation collected and organized (generally in separate three ring binders for each category under review) so that the department personnel committee can begin its work in a timely fashion. You do have the right to add material to your file at any point in the tenure review process, even if the file has already left your department. Additions may be made through the department chair. However, bear in mind that late submissions may miss the meeting dates of reviewing bodies, and so may not receive the attention they would have merited if submitted on time.
Your job in the tenure review process is to convince those who are evaluating your work that it has a clear momentum and significance, and that you will continue to be a productive scholar and engaged and successful teacher throughout your tenured years. It is very important to demonstrate that you have already begun to implement a well-conceived scholarly agenda that goes beyond your dissertation research.
The advice you received at the fourth year review is also part of the tenure file. Your campus reviewers will look to see to what extent you have been able to respond to some of these suggestions.
Your personal statement for tenure review can easily build on your fourth year review statementthe task is essentially the same. While there is no formal limit to the length of a personal statement, and you should adequately cover scholarship, teaching, and service, bear in mind that those reviewing your file above the department level will be reviewing many such files and may find concision on your part a virtue.
The evaluations at all levels judge your work in each category as excellent, strong, or less than strong. In order for you to receive tenure, your work needs to be judged excellent at the end of the process in at least two of the three categories under review, and at least strong in the third category. Although the Red Book gives all three categories equal weight, in practice it is easier to make a compelling case for tenure when both scholarship and teaching are judged excellent.
7. Is it possible to get tenure and still have a life?
While maintaining the balance between your work as an academic and your personal and family life is certainly very challenging in the tenure track years (and afterwards!), it is obvious that we all need to watch out for the impoverishing effects of workaholism on our lives. Despite all the pressures we face to put in more and more hours at our professional work, we urge you to think about your personal and family life as invaluable resources that will help make you a better teacher, as well as a happier person. Academics at a workplace like UMB definitely need to develop the ability to draw the line and say no to excessive demands, whether external or internaleven when on the tenure track!
On a practical level, if you are considering becoming a parent during your tenure track years, you will be happy to know that the university has a very clear policy enabling you to do so without financial penalty or prejudice to your career progress. You may request a one-semester paid leave if you become the biological or adoptive parent of a child under five years of age. (Either parent may apply for a parental leave.) The universitys personnel policies include the option of delaying the tenure decision for a year if you take a one-semester leave of absence. The tenure clock will be set back a year for a full-year leave of absence. Even if you do not request a parental leave of absence, you may request a parental postponement of the Tenure Decision Year. (For more details on these policies, contact the deans office or Human Resources.) You will probably want to plan ahead, and possibly talk with others who are parents of young children, about how they are managing to juggle their responsibilities. You will probably find most of your senior colleagues highly supportive and more than willing to make accommodations when the occasional childcare-related emergency occurs.
The Family Medical Leave Act (FMLA) also provides for leaves related to other family care-taking responsibilities, such as the illness of a family member.
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