Transcript Navigating Faculty Relations - University of British Columbia

Tenure and Promotion
Workshop
May 7, 2013
Agenda





Welcome and Introductions – Pauline Brandes
Opening Remarks –Wes Pue
Guide to Tenure & Promotion – Deena Rubuliak
& George Athans
Senior Appointments Committee – Judith Daniluk
Questions and Discussion
2
Our Objective


To provide faculty members with an
understanding of the tenure and promotion
processes.
To support the success of faculty members
going forward for tenure and promotion.
3
Tenure & Promotion






Tenure Streams
Criteria
Tenure Clocks
Promotion Reviews
Procedures
For Assistance…
4
The Tenure Streams
The Professorial Stream
Assistant Professor
Associate Professor
Professor
The Professor of Teaching Stream
Instructor I
Senior Instructor
Professor of Teaching
5
The Criteria
The Professorial Stream
The Professor of Teaching Stream
Service
Service
Research
Teaching
Educational
Leadership
Teaching
6
The Tenure Clock





The tenure clock begins on July 1 of the calendar year of
hire
Extensions are granted for maternity & parental leaves
(automatic) and sick leaves (on a case by case basis)
An individual may only be reviewed one time for tenure
All ranks, except Assistant Professor, may be reviewed
early for tenure
A tenure track Assistant Professor may be reviewed early
for promotion to Associate Professor and if granted,
tenure will be automatic
7
The Procedures
The reappointment, tenure & promotion
procedures are set out in
Articles 5 & 9
of Conditions of Appointment for Faculty,
and are supplemented by the
Guide to Reappointment, Tenure and
Promotion Procedures at UBC
8
Periodic Review for Promotion
9
Head’s Meeting
 By June 30, the Head must meet with all
tenure track faculty annually.
 For tenured faculty, we encourage
annual meetings or, at minimum, at least
in the 2 years prior to a promotion review.
10
Head’s Meeting
It’s an opportunity to clearly note the
strengths, deficiencies and opportunities
for improvement
It is also important to receive advice re
the CV & other relevant material required
for the next review.
The Head & candidate must agree in
writing on matters discussed.
11
The Initial File
 Unless otherwise agreed, the faculty
member’s dossier and all relevant
documentation necessary for review must
be submitted by September 15.
12
Eligibility to be Consulted
•The Head must consult with eligible
members of the departmental standing
committee on all reappointment, tenure
and promotion cases.
•Each Academic Unit is required to have
documented procedures regarding
consultation with the departmental
standing committee for all
reappointment, tenure and promotion
cases.
13
Letters of Reference
•All tenure and promotion cases require 4
letters of reference.
•The candidate provides 4 names, of which 2
must be solicited.
•The Head then consults with the
departmental standing committee on
choosing the final list of referees.
14
What referees receive
• The letter of request is only accompanied by
the candidate’s CV and selected materials
relevant for the assessment of scholarly
achievements.
• Teaching dossiers are usually only included
for cases involving Senior Instructor &
Professor of Teaching.
15
Tenure & Promotion Reviews
Department Standing Committee meets after
obtaining letters of reference
Serious
concerns?
Department Standing Committee votes &
recommends to Head
No
Yes
Invited to respond in writing to serious
concerns
16
Tenure & Promotion Reviews
Head recommends to Dean
Head notifies candidate in writing of decision
Negative?
Yes
Invited to respond in writing to Dean
17
Tenure & Promotion Reviews
Dean seeks Faculty Committee vote
Dean recommends to President*
Dean notifies candidate of decision
Negative?
Yes
Invited to respond in writing to President
18
Supplementing the File
The University and the candidate have
the right to supplement the file with new
info at any stage prior to the President’s
decision
19
For Assistance…





The Collective Agreement, in particular
Articles 2 - 5 & 9 of Conditions of
Appointment for Faculty
Guide to Reappointment, Tenure and
Promotion Procedures at UBC for 2012/13
Faculty Relations website:
www.hr.ubc.ca/faculty_relations/tenure/
Faculty Association website:
www.facultyassociation.ubc.ca/promotiontenu
re.php
Call us!
20
Senior Appointments Committee
Professor Judith Daniluk, SAC Chair
21
Senior Appointments Committee
20 person committee of professors
Representation from all Faculties (includes 2
UBC-O; 1 Faculty Association)
Two Subcommittees: Associate and Professor
(meets bi-weekly September through June)
Reviews all tenure and promotion files
(approx. 180/year) and makes
recommendations to the president
SAC Terms of Reference
Advise the President on the merits of individual
cases according to:
 Concepts of procedural fairness
 Appropriate standards of excellence across
and within faculties and disciplines
 The Collective Agreement and SAC
guidelines
 All relevant contextual matters
(Article 5.14 Agreement)
Examples of Contextual Factors
maternity or parental leaves
delays due to set up requirements for
research or any other relevant information
which may provide insight into timing issues
the candidate’s personal circumstances if
relevant
Discipline and context specific opportunities
within each department and faculty
Article 5.14e; SAC Guide Section 5.5.1
24
SAC Review Process
 Files are reviewed in detail for merits & fairness by
the Associate or Professor SC
 Cases may be deferred pending additional
information or procedural clarification
 Cases are ranked:
 ‘A’ – no substantive issues or procedural concerns
 ‘B’ – negative recommendation by Dean
– conflicting recommendation from Head & Dean
– SAC members have questions for the Dean
(approximately ¼ of all cases)
SAC Full Committee Review
‘A’ cases generally approved without
substantive discussion by full SAC
‘B’ cases require full SAC discussion:
 Dean joins SAC for discussion of the case
 Vote taken in Dean’s absence
 Dean immediately informed of result
which is considered “confidential”
26
Recommendations & Decisions
SAC Chair informs the President of SAC
recommendations and votes on each case
Chair provides the President with notes on
SAC discussion with the Dean regarding all
‘B’ cases (notes added to candidate’s file)
President makes his recommendation to
Board of Governors
Important Considerations In Preparing
Your Dossier
Familiarity with the criteria specific to
your rank and promotion
Examples of evidence
External referee selection
Documentation of teaching excellence
UBC curriculum vitae
28
Professorial Stream Criteria
Collective Agreement:




Assistant Professor – A. 3.06
Associate Professor – A. 3.07
Professor (research stream) – A. 3.08
Tenure – A. 4.01
(SAC Guide – Section 3)
29
Professor of Teaching Stream Criteria
Collective Agreement:
 Senior Instructor – A. 3.04
 Professor of Teaching – A. 3.05
(SAC Guide – Appendix 1)
30
Professor of Teaching Stream
A distinct career track with different
expectations than traditional professorial
ranks
 Three pillars: teaching, educational
leadership and service
 Research productivity is not required
 Excellence in teaching is not enough

31
Senior Instructor A. 3.04
excellence in teaching
demonstrated educational leadership,
involvement in curriculum development
and innovation, and other teaching and
learning initiatives
contributions to service
32
Professor of Teaching A. 3.05
outstanding achievement in teaching and
educational leadership
distinction in the field of teaching and
learning
sustained and innovative contributions
to curriculum development, course
design and other innovations and
initiatives
33
Examples of Evidence of Educational
Leadership




Formal educational leadership responsibilities
within the Department and/or Faculty (e.g., on
teaching and learning related committees)
Contributions to substantive curriculum
development/redesign
Funding obtained for improvement of teaching
and learning
Development and/or coordination of courses and
programs
34
Evidence of Educational Leadership
contd…



Application of innovative, research-based
approaches to curriculum and pedagogy
Application of scholarship of teaching and
learning, including resulting presentations and
publications (e.g., articles, abstracts,
conference proceedings, poster sessions)
Instructional materials/pubs. (textbooks,
training manuals, software development)
Evidence of Educational Leadership
contd…


Organization and/or participation in
conferences or educational events focused on
teaching and learning, within your program,
department, faculty, University and/or
outside of UBC
Contributions to university and faculty-based
teaching and learning initiatives (e.g., CTLTbased programs and communities of practice;
Peer Review of Teaching, etc.)
See Appendix 2 of SAC Guide
36
Sustained Scholarly Contributions –
the Professorial Stream
"Scholarly activity" means:
• research of quality and significance
• in appropriate fields – distinguished,
creative or professional work of a
scholarly nature
• and the dissemination of the results of
that scholarly activity
(Article 4.03; Section 3 – SAC Guide)
Types of Scholarship
“Traditional” Scholarship – A 4.03 &
3.1(i) SAC Guide
Scholarship of Teaching – A. 4.03(a) &
3.1(ii) SAC Guide
Professional Contributions – A.4.03(b)
& 3.1(iii) SAC Guide
38
Important Considerations In
Framing A Professorial Case
 Cases may be framed as “blended”
 Professional Contributions or Scholarship of
Teaching may constitute all or a portion of your
case for scholarly contributions & significance
 Must be explicitly stated and considered from the
outset, at all levels of the review process
 Must be capable of assessment – referee
assessment of significance & impact is critical
39
Some Sources of Evidence
 Invited presentations/performances (national &
international)
 Article & grant reviews; editorial board work
 Publications in high-impact venues in your field (provide
descriptions, impact factors, rejection rates)
 Competitive grant funding – as PI and co
 Citations of your work; adoption of your work
 Mentoring and publishing with grad students; grad
students’ career accomplishments
40
Sources of Evidence contd.
Referees’ verification of impact
Awards and other forms of Recognition
Discipline specific norms – venues, grants,
publications, authorship, conference
participation
Quality vs. quantity
Service is important, but can’t substitute for
excellence in scholarship and teaching
41
Referees – Professor of Teaching
Stream
Senior Instructor/Tenure:




Familiarity with your teaching contributions
Not someone with whom you have co-taught
Outstanding teachers outside your Department
Can be outside UBC, but not required
Professor of Teaching:
 At least 2 external to UBC; 2 external to your
Dept.
 National vs. International? - impact “beyond UBC”
42
Referees – Professorial Stream
Choose well-qualified, arm’s length referees,
preferably from universities/programs with
stature comparable to UBC
Choose referees who are known
leaders/experts in your area
Provide Head with detailed information on
referees
National vs. International?
Teaching Effectiveness
A. 4.02; SAC 4.3

Effectiveness primary criterion, not popularity

Command over subject matter

Familiarity with recent developments

Preparedness & presentation
Accessibility to students


Influence on intellectual & scholarly development
of students

Willingness to teach range of subject matter and
levels
Evidence of Teaching Excellence






Teaching awards and nominations beneficial but
not essential (one form of evidence)
Student evaluations – quantitative and
qualitative
Peer teaching reviews
Student supervision – professional, research,
internships, residency, etc.
Multi-section course coordination
Professional development activities
SAC 3.2 & Appendix 2
45
Curricula Vitae
 Use UBC format; adapt as needed (see annotated
version in SAC Guide – Appendix 3)
 Explain contributions to collaborative grants & coauthored publications
 Consider numbering pubs and presentations
 Use narrative opportunities to provide context for
teaching & scholarship (be concise - 150 words)
 Pipeline is important – works in progress
 Use dated supplements to update your file
Common Problems with CVs
 Information (e.g., a paper presentation) is
duplicated or repeated in different sections of the
CV and publication record
 CV is not up to date or is not dated or is not in UBC
format
 Lack of clarity regarding the candidate’s
contributions (pubs, grants, collaborative research
 Full information is not provided on publications –
year, page numbers, authors, etc.
47
Common Problems with CV’s contd.
 Candidate’s role in supervising graduate students,
residents or post docs is not clear (primary
supervisor; co-supervisor; committee member)
 Failure to properly distinguish between peerreviewed publications and those not peerreviewed
 Failure to include the dollar value of grants or to
indicate the proportion allocated to the individual
in joint grants, or role in grant
 Teaching record is incomplete
48
Final “Words of Wisdom”
Start early – “hit the ground running” – know
what you need to do and be sure to do it
(publishing, conference presentations, etc.)
Find a senior mentor familiar with the criteria
Don’t listen to rumors – go to the source for
information
Choose your service contributions very carefully
Keep your vitae up to date
Keep track of, & document your successes
49
Toot Your Own Horn
50
Key Insights

Importance of Teaching

Scholarly Activity

Fairness of Review Process
51
Closing Questions??

As always…..
 Please check the Faculty Relations website,
email, or call
 Contact the Faculty Association for
assistance
Thank you!!
52