Office of the Vice President for Academic Personnel

Department Chair/Unit-level

Overall

  • Provide each junior faculty member with a mutually agreed upon senior faculty mentor.
  • Match junior faculty with an appropriate senior faculty member (by teaching duties, scholarly interests, and expertise).
  • Ask faculty who have successfully completed promotion and tenure or probationary review to mentor untenured faculty.
  • Form 2- to 3-person mentoring teams for each junior faculty member composed of mentors with strengths in the specific areas of research, service and teaching.
  • Devote a faculty meeting/department retreat time to facilitate learning on the subject of leadership.
  • Encourage junior faculty to meet with outside seminar speakers for career development advice.
  • Provide mentors with up to date information on policies, etc.
  • Ask for feedback from junior faculty on impact of mentoring.

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General Culture Expectations

  • Discuss expectations of teaching, scholarship, and service with junior faculty.
  • Identify resources that will advance faculty member’s professional development.
  • Place junior faculty offices across the hall from senior faculty.
  • Recognize and reward senior faculty who are good mentors.
  • Remove senior faculty from mentoring teams if they routinely skip mentoring sessions, department meetings or seminars

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Performance Expectations

  • Early and persistent communication of standards required to achieve tenure.
  • Within six weeks of the first semester define and clarify expectations for promotion and tenure with each junior faculty member.
  • Discuss the faculty member’s self-reported short-term and longer-term research agenda and teaching schedule in light of these expectations.
  • Meet regularly with junior faculty to give advice on issues and assess progress. For those with joint appointments hold joint meetings.
  • Provide developmental feedback each spring semester: The faculty member summarizes her/his activities, achievements, and impacts during the year and outlines her/his plans for the next year. The chair discusses the results of the assessment and provides information, insights and guidance for future direction.

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Research

  • Identify an out-of-department mentor, preferably with similar culture and gender.
  • Introduce junior faculty to program managers in their discipline for various research sponsors.
  • Recommend research initiation meetings between faculty and companies/program managers and ensure necessary travel funds exist.
  • Encourage junior faculty to seek advice from senior research leaders in their specialization on selecting suitable, quality journals for publication as it relates to their progress towards promotion.
  • Form research development committee of 2-4 mentors to provide critical readings of manuscripts, grant proposals, and faculty work. The committee assists mentees in: selecting journals, improving the quality of manuscripts, increasing the publication in a peer-reviewed, high impact journals, increasing the likelihood of publishing a book length manuscript in a high quality press or increasing success at external funding.
  • Provide opportunity to take a one-semester, one-course deferral.
  • Hold research discussions with all junior faculty and include faculty with appropriate strengths in these areas.
  • Hold brown bag research sessions that focus on developmental issues or showcase the research of untenured faculty.
  • Hold writing for publication workshops.
  • Conduct regular workshop series allowing a steady steam of external researchers to present leading edge work to our faculty.
  • Invite campus resources (i.e. library) to offer workshops to facilitate knowledge of the distinctions in ranking among various publications (print and online) in the specific fields and provide resources for publication.

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Professional Associations

  • Identify appropriate professional activities that will give the faculty visibility within the field, e.g., technical committees, proposal review panels, workshops.
  • Help establish connections between a faculty member and peers/leaders in his/her field.
  • Introduce faculty member to peers at conferences.
  • Nominate faculty member for external awards commensurate with her or his experience.
  • Coach junior faculty to apply for specific awards.
  • Attend conference presentations of your new junior faculty and provide feedback on their presentation.

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Teaching

  • Communicate expectations regarding rigor and classroom quality.
  • Provide information regarding assistance and tools available within the school to improve classroom delivery.
  • Discuss teaching evaluations and suggestions for improvements if needed.
  • Require first year faculty to visit specific classes taught by senior faculty.
  • Provide early warning of any teaching difficulties.
  • Conduct peer assessments of teaching at least once a year.
  • Provide 1- or 2-day a week teaching schedule for tenure-track faculty for the entire probationary period.
  • Minimize new course preparations for tenure-track faculty members.
  • Hold discussions with junior faculty on teaching and include tenured faculty with appropriate strengths in these areas.
  • Encourage faculty to attend a new faculty teaching orientation at the Center for Learning and Teaching Excellence prior to the first week of class
  • Hold a First Monday seminar focused on teaching excellence.
  • Feature top faculty discussing and demonstrating issues related to teaching and methods of improving classroom performance.
  • Include tutorials in teaching methodologies and technologies such as “Turning Point” (a voting software package).

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Service

  • Protect untenured faculty members from incurring large service burden.

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