A Forum on Retention, Promotion and Tenure RTP

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A Forum on Retention, Promotion and Tenure (RTP)
WELCOME TO

• Sponsored by the
• Faculty Affairs Committee
• of the Academic Senate

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Faculty Affairs Committee

• Bernadette Cheyne, Chair
• Diane Benson
• Sharon Chadwick, UFPC
• Thomas TK Koesterer
• Susan E. MacConnie

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Background

• Faculty raised concerns about RTP process
  criteria in 2002
• FAC began RTP review in 2002-03
• In 2003-04, FAC
• UFPC invited members attended meetings
• Extensive discussions on process of RTP
• Open Forums with Faculty
• Models proposed to Academic Senate
• Discussion in the Academic Senate
• Academic Senate approved process revisions
• General Faculty approved process revisions

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Academic Year 2004-05

• FAC focusing on RTP criteria
• Five Major Areas
• Areas of Performance
• Evaluations Standards
• Standards of Performance
• Standards for Academic Rank
• Criteria for Early Tenure and Promotion

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Academic Year 2004-05

• FAC has gathered RTP data from 21 of our sister
  campuses
• Information available in two binders
• Spread sheet synopsis of RTP practices in the
  five major areas
• Open Forum with Campus Community
• Decisions on how to proceed will be based on your
  input

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What Next?

• Ideas and information generated from this forum
  will be discussed by FAC, UFPC and administrative
  representatives
• Any changes would require approval of Academic
  Senate and the General Faculty

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Brainstorming Meeting

• Breakout groups
• Diversity in each group by Department College
• FAC member will introduce each topic
• Breakout group discussion
• Record ideas on paper
• Sharing of Ideas
• A different member will share significant ideas
  for each of the five major areas

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Important Disclaimers

• Not compelled to change Appendix J
• Do the faculty wish to change Appendix J
• These issues can be controversial
• Please conduct todays discussions in the
  positive spirit of creative thought and
  brainstorming ideas

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Post Forum Reception

• Sponsored by the CFA and General Faculty
• We hope you will remain
• to enjoy the refreshments

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Areas of Performance
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Humboldt Teaching Effectiveness

• Teaching Success
• Teaching Instructionally related activities
• Teaching Performance
• Scholarship of Teaching
• Instructional Achievement
• Instruction Instructionally related activities
• Effectiveness in Academic Assignment
• Educational Performance

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HumboldtScholarship Creative Activity

• Professional Growth Achievement
• Professional Performance
• Professional Application
• Scholarly or Artistic or Professional Achievement
• Contributions to Fields of Study
• Discovery, Creation Integration
• Scholarly Creative Activities
• Scholarship, Research, Creative Achievement
  Professional Development

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HumboldtService to University
ProfessionService to Community

• Professional service
• Contributions to the university community
• Professionally related Service to Discipline,
  University Community
• Service to the University
• Public Service Service to Community
• Participation in University Affairs
• Internal Contributions
• External Representation

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Areas of PerformanceDiscussion (15 mins)

• Should we consider changing the areas of
  performance?
• If we choose to change, then how many areas of
  performance should we use?
• What areas of performance should we consider?

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Feedback Areas of Performance
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Assessment of the Areas of Performance
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Performance Expectations

• Humboldt
• Excellence in Teaching
• Ancillary areas of performance are Equal in
  weight and compensatory in combination

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Performance Expectations

• Other CSUs
• Required elements Additional elements
• Essential Criteria Enhancing Criteria
• High quality performance in all three areas
  shall be required
• Hierarchy
• Instructional achievement ? Professional
  achievement ? Internal university contributions ?
  External representation

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Performance Expectations

• Other CSU
• Department/Unit or University
• Definition of Performance Area
• Examples of Activities
• General
• Required and Additional
• Examples of Evidence

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Teaching Effectiveness

• Humboldt
• Excellence in Teaching
• Other CSUs
• Required Elements most important and
  significant, minimally acceptable performance
• Additional Elements increases in overall
  performance within a category

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Teaching Effectiveness

• Required Elements
• Effective teaching
• Teaching philosophy
• Curriculum Development
• Effective Course Material
• Academic Advising
• Maintain Currency

• Additional Elements
• Innovative methods
• Additional curriculum
• Collaborative Research with Students
• Thesis Supervision
• Field Trips
• Mentor Teaching Colleagues

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Scholarship Creative Activity

• Humboldt
• Publication of scholarly works
• Research
• Exhibitions
• Performances
• Scholarship of teaching

• Other CSU
• Conducting Research
• Disseminating Pedagogical Innovations
• Producing, Editing Managing Creative Works
• Leading/Managing Funded Research and Creative
  Projects

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Professional Growth Achievement

• Publications
• Presentations of scholarly papers
• Awards, Grants, and Honors
• Participation in Professional Organizations
• Participation in Seminar and Institutes
• Research and Development Activities
• Performance of a creative nature
• Pertinent travel and study

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Humboldt Service to University
ProfessionService to Community

• Professional Application
• Faculty use their academic training to serve the
  public and contribute to the institutions vision
• Contribute to the public welfare or common good
• Call upon faculty members academic and/or
  professional expertise
• Address or respond to real-world needs
• Support the Universitys vision

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Assessment of the Areas of Performance
Discussion (20 mins)

• Should we consider changing?
• If we choose to change, what should we consider?

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Assessment of the Areas of Performance
Discussion (20 mins)

• Numbers of Areas of Performance
• Definitions of Areas of Performance
  (Scholarship)
• University or Department criteria
• Weighting of Areas of Performance
• Required and/or Additional Elements

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Feedback Assessment of the Areas of Performance
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Evaluation Standards
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Evaluation Standards

• Humboldt no standards of evaluation
• Other CSU
• No standards of evaluation
• Statements of flexibility and balance
• High performance in all areas
• Specific standards with definitions examples
• Excellent, Good, Needs Improvement
• Superior, Effective, Adequate, Inadequate
• Outstanding, Commendable, Adequate, Less than
  Adequate

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Evaluation StandardsDiscussion

• Shall we use evaluation standards in assessing
  the areas of performance?
• If we choose to change, what evaluation
  standards might we consider using?

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Feedback for Evaluation Standards
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Standards for Academic Rank

• Humboldt
• Seems to be inconsistency in language
• Inconsistency has lead to some confusion
  frustration
• Possible Solutions
• Clarify language to address concerns
• A rubric for each rank using Areas of Performance
  and Evaluation Standards
• Other

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Criteria for Early Tenure Promotion

• Humboldt A clear advantage to the University
• Has developed substantially the same record as a
  faculty member not requesting early consideration
  high expectation that achievement success
  will continue
• Sustained exceptional performance in all areas of
  performance
• Superior in all areas of performance and
  significant enhancing achievement
• No Criteria

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Thank youfor your time and effortPlease enjoy
the refreshments