Tenure and Promotion (Teaching and Learning)

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Bibliography

Link to Complete Bibliography
For a complete bibliography, please visit the CTLT's shared folder on Refworks.

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  • Adam Chapnick. (2009). How to prepare a teaching dossier. University Affairs, 50(10), 68.Ubc-elink.png
  • Audrey Williams June. (2009). Tenure applications go digital. The Chronicle of Higher Education, 55(43.5).Ubc-elink.png

Some colleges are encouraging professors to apply for tenure online. Professors can scan paper documents and upload them as files to be arranged in a digital system custom-tailored for dossier creation.

  • Boss, J. M., & Eckert, S. H. (2006). Promotion and tenure. (pp. 135-147). Boston, MA: Springer US.Ubc-elink.png
  • Franz, N. K. (2011). Tips for constructing a promotion and tenure dossier that documents engaged scholarship endeavors. Journal of Higher Education Outreach and Engagement, 15(3), 15-29.Permalink.svg Permalink

The growth of the community engagement movement in higher education over the past 2 decades has resulted in more faculty member interest and practice in engaged scholarship. As more institutions value this work, faculty members are looking for ways to enhance the effectiveness of their engaged scholarship dossiers for promotion and tenure. This article summarizes content from a workshop on strengthening the engaged scholarship dossier offered by the author in a variety of venues. The author provides an overview of the engaged scholarship dossier context, explains why a focus on documenting engaged scholarship is important, outlines four steps for documenting engaged scholarship in the academic dossier, and lists best practices for faculty members building their engaged scholarship dossiers. (Contains 1 table and 1 figure.)

  • Irwin Weiser. (2012). Peer review in the tenure and promotion process. College Composition and Communication, 63(4), 645.Ubc-elink.png

According to Kathleen Fitzpatrick, most scholars "date the advent of the thing we're talking about when we refer to editorial peer review today-the assessment of manuscripts by more than one qualified reader, usually not including the editor of a journal or press-to the 1752 Royal Society of London's creation of a 'Committee on Papers' to oversee the review and selection of texts for publication in its nearly century-old journal, Philosophical Transactions" (11). [...]through the system of checks and balances that assures that work is being evaluated by numerous people, many of whom base their evaluations only on the accomplishments of a candidate and not on their personal knowledge of her or him, peer review provides a level of protection for candidates from personal or intellectual biases.

  • Lawhon, T., Ennis-Cole, D. L., & Ennis, W.,III. (2004). Illuminating the path to promotion and tenure: Advice for new professors. Journal of Faculty Development, 19(3), 153-161.Permalink.svg Permalink

New professors need to be aware of their institution's tenure and promotion policies, departmental and college climate, scholarly requirements, and professional responsibilities for publication, scholarly presentations, teaching, and service. Vignettes reflect some of the pitfalls and recommendations to consider when seeking tenure. Applications software, Web-based resources, and other forms of technology are assets to those preparing promotion and tenure dossiers and those developing materials that communicate their scholarly interests and activities.

  • Shapiro, H. N. (2006). Promotion & tenure & the scholarship of teaching & learning. Change, 38(2), 38-43.Ubc-elink.png

After two decades of reform, faculty and administrators at research universities have not shifted their attention from teaching to learning. It is also evident that promotion and tenure decisions for faculty are not clear cut. The picture becomes even murkier for faculty with a more even balance between traditional disciplinary research and scholarship in teaching and learning. In this article, the author argues that a fundamental shift in promotion and tenure criteria is needed for colleges and universities--and research universities in particular--to become learner-centered and for both scholarly teaching and the scholarship of teaching and learning to become embedded and valued in the culture. The author also offers two "hypothetical" scenarios constructed from the hundreds of promotion and tenure reviews he has participated in at the university level. His purpose is to illustrate the sort of conversations that take place in the upper echelons of the university when cases of people go through the system. Through these scenarios, the author shows how the culture of higher education must be transformed and why visionary administrators must lead the way if change is to take place.

  • Silverman, F. H. (2001). Teaching for tenure and beyond: Strategies for maximizing your student ratings. Westport, CT: Bergin & Garvey.Ubc-elink.png
  • Trower, C. A., & Project Muse University Press eBooks. (2012). Success on the tenure track: Five keys to faculty job satisfaction. Baltimore: The Johns Hopkins University Press.Ubc-elink.png


Online Resources

See Also

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