1SAMPLETENURE AND PROMOTION DOSSIERThank you to Dr. Katharine Adams, Associate Professor of Psychology and Counseling forsharing this sample dossier. This sample dossier may be helpful in providing guidance in thepreparation of tenure and promotion dossiers. Since faculty members have a variety ofexperiences and accomplishments, each faculty member’s dossier will be a unique document.Please note that the dossier was divided into six sections and appropriate supporting documentswere provided in the appendices located at the end of each section (I-VI)Section I: T & P OverviewCover pages (Tenure and Promotion) attached.Vita attached. NO PUNCHED HOLESSection II: Evaluations of the Candidate by Review Committees and AdministratorsRelevant sections of the unit and college or division tenure and promotion guidelines for theappropriate job action.Valdosta State University Dewar College of Education’s Suggested Minimum PerformanceGuidelines for Promotion / Tenure Consideration attached.Annual Faculty Evaluations for each year under review.Pre-tenure review letters and annual evaluations are in Appendix A.Summarize accomplishment of annual goals and status of any recommended areas forimprovement.My performance as assessed in the annual faculty evaluations has been satisfactory for each ofthe past five years. Overall, in the area of teaching and instruction, I have received positive SOIratings. I have consistently reflected on and responded to student feedback and have remainedmotivated to improve the teaching-learning environment through varied instructional approaches.In 2008, it was recommended that I collect and report impact measures of my teaching.Therefore, pre and post measures were implemented. The results of the impact measures havedemonstrated significant positive differences in student learning (See Section III: Teaching andAdvising). Each year I have met or exceeded my teaching/ instruction goals and have selectedappropriate goals for the next year.In the areas of professional growth and productivity, my activities over the past five years haveincluded pursuing professional licensure and continuing education, research, presentations, andpublications. In addition to meeting the rigorous Georgia state standards for the practice ofprofessional psychology through licensure, I have participated in research endeavors which haveresulted in several presentations and publications (See Section IV: Scholarship and academic
2achievement). Each year I have met or exceeded my professional growth and productivity goalsand have selected appropriate goals for the next year.Finally, over the past five years, I have demonstrated my commitment to actively serve students,colleagues, the Department of Psychology and Counseling, the Dewar College of Education, andValdosta State University. I have been involved in service work at all levels of the university,including student research in the form of thesis work, chairing both the Student ServicesCommittee and Student Financial Aid Committee, and serving as an elected COE representativeon the Faculty Senate (See Section V: Service). Each year I have met or exceeded mycollege/community service goals and have selected appropriate goals for the next year.Summative quotes by Dr. Bob Bauer, Department Head, were taken from my annual evaluationsand are presented in the tables below.2011201020092008200720112010Teaching and Instruction“Per usual, Dr. Adams earns exceedingly high SOI ratings and response rates largeenough to provide stable ratings. Her reflection and responsiveness to quantitative andqualitative student data is remarkable. Her impact measures are large and significant. Shemet and exceeded her 2011 goals and selected fine ones for 2012. She is a teacher’steacher.”“Dr. Adams continues to use her highly positive SOIs and impact of teaching-learningdata to inform her quality and varied instructional approaches. Dr. Adams met her 2010goals well and selected reasonable and appropriate 2011 goals.”“Dr. Adams is practicing the scholarship of teaching with her attention to detail,experimentation with teaching techniques and approaches, and effect-size measures ofthe teaching-learning environment. She addressed her 2009 goals well and selectedreasonable ones for 2010.”“Dr. Adams is reflective and uses feedback to modify teaching-learning environments ofher courses. Although generally well received, her response rate is low, as is thedepartment’s, and at times variable. She does need to collect and report impact measuresof her teaching. Dr. Adams addressed her 2008 goals well and her 2009 goals aresuitable.”“Although this is Dr. Adams’ first semester here, her SOI ratings are very good. She is areflective practitioner who is motivated by the teaching-learning environment and how toimprove it.”Professional Growth and Productivity“Dr. Adams continues to be active in this area with CE activities, research, presentations,and publications. Dr. Adams has articles submitted for review and her continuingresearch should result in publication. She addressed her 2011 goals and selected fine onesfor 2012.”“Dr. Adams has attained a personal milestone and a professional achievement by meetingrigorous state standards for the practice of professional psychology. She is now aLicensed Psychologist in Georgia. This is also an achievement for the P&C department.Dr. Adams remains exceptionally active in this area and she has ongoing research thatshould produce additional presentations and publications. Dr. Adams met her 2010 goalswell and selected reasonable and appropriate 2011 goals.”
��She addressed her 2009 goals well and selected reasonable ones for 2010. To quotefrom the Personnel Committee’s Pre-tenure Review of Dr. Adams, Dr. Adams haspursued a variety of development activities to improve her teaching and broaden herprofessional training. The committee especially notes her efforts to pursue licensure as apsychologist in Georgia, which will provide her the opportunity to improve her clinicalskills, and in turn, her ability to train students in the applied graduate programs,particularly the clinical-counseling and school psychology programs.”“Dr. Adams is well engaged in this area and needs to publish her research. Her continuedprogress toward licensure is expected. Dr. Adams addressed her 2008 goals well and her2009 goals are suitable.”“Dr. Adams is already involved in professional growth and scholarship and has selectedsatisfactory goals for 2008. She will also want to consider preparing for licensure over aperiod of time.”College and Community Service“Dr. Adams remains strong in her service to students, colleagues, the department, COE,and University. Her commitment is tireless. She met her 2011 goals and selected fineones for 2012.”“Dr. Adams’ involvement in this area continues to be exceptional with service to theUniversity at all levels. The department is fortunate to have a colleague with suchcommitment to the department and its students. Dr. Adams met her 2010 goals well andselected reasonable and appropriate 2011 goals.”“Dr. Adams is fully engaged with the University and she addressed her 2009 goals welland selected reasonable ones for 2010. To quote from the Personnel Committee’s Pretenure Review of Dr. Adams, “Dr. Adams has been actively involved in service work atall levels of the university. Her willingness to serve on the Faculty Senate so early in hercareer is laudable, and the additional assignments of committee work and even chairingcommittees are ambitious. The committee also notes the impressive involvement instudent research in the form of thesis work. Dr. Adams’ service is a significant strength.”“Dr. Adams is developing and targeting her involvement in this area. Dr. Adamsaddressed her 2008 goals well and her 2009 goals are appropriate.”“After her first year here and with the assistance of the department, Dr. Adams willaddress this area with greater breadth and depth. Her 2008 goals are reasonable.”Recommended Activities for Improvement“Dr. Adams is on target for her next personnel action. For a successful Promotion andTenure Application, Dr. Adams needs to continue to develop all areas assessed in theAnnual Review, especially publication of individually authored articles in refereedperiodicals.”“Continue trajectory of professional development as a member of the academy. Dr.Adams is making excellent progress toward her next personnel action form.”“Continue to develop all areas. She is an excellent addition to the department. She isprogressing well toward her next Personnel Action.”“To ensure appropriate progress toward pre-tenure, promotion, tenure, and merit raiseconsiderations, Dr. Adams is directed to select faculty web resources and is asked tomeet with me later to discuss various criteria if she has questions.”
42007“We are delighted that Dr. Adams has joined our faculty. She is already contributing tothe undergraduate psychology major and Clinical/Counseling and School PsychologyPrograms and importantly she interacts well with her colleagues and students. Anadditional goal for Dr. Adams and each member of the department is to developmeasures of student growth in knowledge, skills, or abilities for every class taught and toreport the results for at least one class in next year’s annual evaluation. Dr. Adams willhelp the M.S. Program obtain accrediting body recognition this year. Also, because Dr.Adams teaches courses taken by students in the School Psychology program, she willassist the department in gaining and maintaining PSC, BOR. NASP, and NCATEaccreditation, including the use of required software.”Section III: Teaching and AdvisingSummaries of SOIs for at least the last four years. Within these summaries, candidate describeshow she has used information provided by SOIs to improve teaching.I have taught both undergraduate and graduate courses at Valdosta State University since the fallsemester of 2007. The SOI summaries and anecdotal student feedback provided belowdemonstrate a pattern of excellence in teaching. Full SOIs for all courses taught from fall 2007through summer 2012 are in Appendix B.SUMMER 2012CourseNumberNewPreparationN EnrollmentN SOICompletedPSYG7600Y02 YesPSYG7600Y03 Yes121501SPRING 2012CourseNumberNewPreparationN 972NoNoNoNoNo50483643CourseNumberNewPreparationN EnrollmentN 243N SOICompleted29231900FALL 2011M InstructorRating *-5M CourseRating *-5M SOIOverall-5M InstructorRating *4.714.454.68---M CourseRating *4.764.384.78---M SOIOverall4.784.574.75---M InstructorRating *54.254.67M CourseRating *54.254.67M SOIOverall54.444.77
5SUMMER 2011CourseNumberNewPreparationN EnrollmentN ourseNumberNewPreparationN N EnrollmentPSYC 7100APSYC 7100BPSYC 8800NONONO8816CourseNumberNewPreparationN EnrollmentPSYC 2700-BPSYC 3400-BPSYC 5400-BNONONO32282CourseNumberNewPreparationN EnrollmentPSYC 2700-DPSYC 3400-APSYC 3400-CPSYC 4800NONONONO50323632CourseNumberNewPreparationN EnrollmentN SOICompletedPSYC 7100APSYC 7100BPSYC 8800NONONO9118313540SPRING 2011N SOICompleted229100FALL 2010N SOICompleted104SUMMER 2010N SOICompleted860SPRING 2010N SOICompleted2111107FALL 2009M InstructorRating *4.64.75--M CourseRating *4.64.75--M SOIOverall4.684.85--M InstructorRating *4.734.674---M CourseRating *4.554.224---M SOIOverall4.724.524.77---M InstructorRating *5-5M CourseRating *5-5M SOIOverall5-4.94M InstructorRating *4.884.67--M CourseRating *4.884.67--M SOIOverall4.94.64--M InstructorRating *4.714.9144.86M CourseRating *4.674.824.14.86M SOIOverall4.714.834.294.89M InstructorRating *555M CourseRating *4.6745M SOIOverall4.874.625
6SUMMER 2009CourseNumberNewPreparationN EnrollmentPSYC 2700-BPSYC 3400-BPSYC 5400-BNONONO29253CourseNumberNewPreparationN EnrollmentPSYC 2700-CPSYC 2700-EPSYC 3400-APSYC 4800-ANONONONO50503337CourseNumberNewPreparationN EnrollmentPSYC 8800-APSYC 7100-APSYC 7100-BYESNONO1857CourseNumberNewPreparationN EnrollmentPSYC 2700-BPSYC 3400-BPSYC 5400-BNONOYES28252CourseNumberNewPreparationN EnrollmentPSYC 2700-CPSYC 2700-EPSYC 3400-APSYC 4800-AYESYESNOYES50493027N SOICompleted020SPRING 2009N SOICompleted691313FALL 2008N SOICompleted822SUMMER 2008N SOICompleted000SPRING 2008N SOICompleted101597FALL 2007M InstructorRating *-5--M CourseRating *-5--M SOIOverall-5--M InstructorRating *4.554.54.7M CourseRating *4.554.44.3M SOIOverall4.554.914.614.62M InstructorRating *22.214.171.124M CourseRating *4.523.5M SOIOverall4.73-4.42M InstructorRating *----M CourseRating *----M SOIOverall----M InstructorRating *126.96.36.199.9M CourseRating *188.8.131.52.6M SOIOverall-----M M M InstructorCourseSOIRating *Rating * OverallPSYC 3400-A YES3284.84.5-PSYC 7100-A YES1094.13.8-PSYC 7100-B YES80---* Overall the instructor/course was excellent, 1 Strongly Disagree, 5 Strongly AgreeCourseNumberNewPreparationN EnrollmentN SOICompleted
7Overall, students who responded to the SOI surveys (N 364) over the last five years haveendorsed positive ratings of their courses (M 4.72) as well as my overall performance as theinstructor (M 4.62). Students indicated that course assignments and policies were explainedclearly, the course increased their knowledge of the topic and helped further develop academicskills, and addressed the conceptual frameworks identified in the syllabus. Additionally, studentsindicated that I was prepared for class, made effective use of class time, returned assignments ina timely manner, explained grading criteria, was willing to discuss course related issues, andresponded to student questions appropriately. Finally, students reported that I appeared to enjoyteaching, was knowledgeable and well prepared, presented course material in an effectivemanner (e.g., didactic presentation with power points, video examples, and organized groupdiscussions and/or projects), set high standards for students, expected student success, andprovided helpful feedback. My presentation style was described as upbeat, practical, andrelevant. Summarized anecdotal information about the courses and instructor are providedbelow.What were the best features of the course(s)? Diversity of instructional methods (e.g., power point presentations, videos, guideddiscussion, debates, and group activities) Course lectures Broad range of interesting topics and material Study guides provided Use of real world examples Supplemental documentaries Class interaction and discussion Video clips and multimedia Group work and presentations Interactive assignments Projects to simulate real world experiences and practice skills Practical application of the APA Ethics Code through course assignments Application of information during hand-on activities and assignments Effective online learning format (i.e., use of iSpring video lectures and assignments) Online resources, materials and quizzesWhat are your instructor’s strengths? Competent and attentive to detail Knowledgeable Well prepared and organized Available and approachable Made good use of class time Engaged students in the course materials Gave opportunity for practical application of material Demonstrated practical relevance of material Provided clear illustrations for important concepts Attentive to level of student understanding Responds quickly to emails
8 Kind, caring, helpful, positive and funPassionateFriendly and open to questions and commentsCares about student learningDetailed and personableOffers clear explanations of complex materialTeaching style that is professional, yet compassionate, warm and welcomingThe following is a quote from a student in PSYC 3400 (Summer 2009):“She [Dr. Adams] is definitely people oriented and cares very much about herstudents. She never missed a class or came to class unprepared. She taught manydifferent ways, which allowed everyone to learn in their most efficient way. Herexams were very fair and straight forward. She has a wonderful personality andher love for Psychology definitely shows. She always graded assignments veryquickly and posted them very quickly onto Blaze View, which most professors donot do. She made herself very available to her students to talk either in class, bye-mail, or during her office hours. She went above and beyond any professor Ihave had thus far! She is definitely knowledgeable about all material and made itall very interesting and also told stories of clients and case studies so that it wasthat much more applicable. Very good professor; she is a keeper.”The quote above affirmed for me that students appreciated the amount of time and effort that Ispent preparing for classes. Using a variety of instructional techniques allowed me to better meetindividual student learning needs. My attentiveness and availability conveyed to students thattheir learning was important to me. Finally, students appreciated my knowledge of psychology aswell as my applied clinical experience.Each semester, I reflect on and responded to the quantitative and qualitative student datareceived from SOIs. The SOI data was used to inform the quality and varied instructionalapproaches of each course taught, with the goal of making every semester an improvement uponthe one prior. Examples of how information provided by SOI reports was used to improve myteaching at the undergraduate and graduate levels are presented in the tables below:2012PSYC 2700 (Human Growth and Development)After reviewing student response from PSYC 2700, the basic design of the course andmethods of instruction will remain the same. However, before teaching this course again,I will consider that the course work load may have been heavy at times (i.e., quizzes,online assignments, class preparation) and I will re-consider the value of each assignmentin terms of student learning and evaluation of student learning. Similar to commentsmade in 2010, nursing majors consider the course material appropriately challenging, butother students (e.g., majoring in psychology) wish for more in-depth coverage of thematerial. I will carefully consider how to meet the needs of diverse majors represented inthis course.
92011201020092008201220112010After reviewing student responses from PSYC2700, I continued to use multiple methodsof teaching and assessment. In response to student suggestions, I posted the lecturePower Point presentations on Blaze View to facilitate note taking. I also set the BlazeView quizzes so that they opened at the beginning of the semester and closed at 5:00pmon the day the class started a new chapter.After reviewing student responses from PSYC 2700, it appeared that overall studentswere pleased with the design and content of the course, as well as the methods used toteach course content. However, based on student feedback, I considered addingadditional group activities. Also, although the dates for Blaze View quizzes wereindicated in the syllabus, I made a point to announce them in class. Finally, I evaluatedcourse content to determine if the depth of information was appropriate for students fromdiverse majors and backgrounds.No suggestions were offered by students in their SOIs for this course in 2009. However, Iunderwent a teaching paradigm shift after being introduced to the work of Ken Bain,author of What the Best Teachers Do, and Maryellen Weimer, author of LearnerCentered Teaching: Five Key Changes to Practice. With a fresh perspective on teachingand student learning, I re-designed my courses, including PSYC 2700.After reviewing student responses from PSYC2700, I continued to use multiple methodsof teaching (i.e., power points, video examples, and organized group discussions and/orprojects). For the most part, students appreciated my presentation style described asupb
This sample dossier may be helpful in providing guidance in the preparation of tenure and promotion dossiers. Since faculty members have a variety of experiences and accomplishments, each faculty member’s dossier will be a unique document. Please note that the dossier was divided into six sections and appropriate supporting documents were provided in the appendices located at the end of each .
Table of Contents 1. Definitions page 2 2. Introduction page 4 3. Pathways page 7 4. Tenure a. Purposes of Tenure page 8 b. Obligations and Responsibilities of Tenure page 8 c. Conferral of Tenure page 8 d. Length of Tenure Stream Service page 9 e. Terms of Appointment in Tenure Stream page 9 f. Criteria for Tenure page 10 5.
18 A tenured Associate Professor must submit an updated set of tenure and promotion 19 forms for an internal Preliminary review in conjunction with their post-tenure review (see 20 Sec. I.I). 21 If the candidate has waived the right to formal consideration for tenure or promotion 22 or both, then an external review of the candidate will not be .
A&S Dossier Instructions Revised 07/2020 1 College of Arts and Sciences PROMOTION AND/OR TENURE Guidelines and Templates for Assembly of Dossier . at least two peer-review reports required. It is recommended that . project, placement (if applicable), year(s) un
Tenure Boards review whether the TBF of FS career candidates meet eligibility requirements to make determinations on the granting of tenure. 3.3.1 Establishing USAID Tenure Boards HCTM convenes and guides the Tenure Board in its technical actions and procedures. The Board addresses all questions regarding its work to HCTM staff. a.
*Job Tenure; Teacher Welfare; *Tenure. ABSTRACT. This extensive bibliography encompasses journal articles, books, dissertations, and monographs concerning various . Academic freedom and tenure: The City University of New York (Seek Center). AAUP Bulletin. 60: 67-81, Mar. 1973. "Academic freedom and tenure: Voorhees College (South CarOlina). "
Since the new tenure reforms took hold, the number of teachers who are eligible for tenure substantially decreased. Given the extension in probation from three to five years under the reformed tenure system, no teachers became newly eligible for tenure immediately after tenure reform during the 2011-12 and 2012-13 school years. In the
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Aliens' Behaviour Connectives Game This game was originally developed in 2006 for Year 5/6 at Dunkirk Primary School in Nottingham. It has also been used at KS3. We have chosen this topic because we hope it will encourage children to produce their own alien names (a useful use of phonically regular nonsense words!), portraits and sentences .