A Guide to Instructional Academic Staff (IAS) Career Progression and Portfolio Development at UW-La Crosse
(Approved by Faculty Senate on October 25, 2007)
Contents
1. Introduction 2
2. Overview 2
3. Career Progression Policies and Procedures 2
4. Career Progression Criteria 4
5. IAS Career Progression Report Format and Instructions 4
5.1 Candidate Materials
5.1.1 Candidate’s Narrative Statements
5.1.2. Candidate’s Electronic Portfolio
5.1.3. Hyperlinks (Appendices) regarding evidence of teaching, professional
development/creative activity/scholarship and/or service
5.2 Departmental Materials
5.2.1 Department IAS Promotion Committee Report.
5.2.2 OPTIONAL: Department Chair’s Letter
5.2.3 Statistical Information
5.2.4 Department’s Statement on Professional Development, Creative Activity and
Scholarly Activity
5.2.5 Transmittal and Signature Form from the Department
5.3 Dean’s Materials
5.3.1 Dean’s Letter
Appendix A – Faculty Senate Bylaws for the IAS Career Progression Committee 12
Appendix B – General Policies, Procedures and Criteria for Instructional Academic
Staff Career Progression 14
Appendix C – IAS Career Progression Committee Rules and Procedures 20
Appendix D – Instructions for creating an electronic promotion portfolio 22
Appendix E – Sample Forms (IAS Promotion Committee Signature Page, Candidate
SEI Report, Candidate Merit Report) 26
1. INTRODUCTION
The Guide to Instructional Academic Staff (IAS) Career Progression is intended to be a practical resource to the University’s career progression (career advancement) policies and their implementation. Advancement of IAS is an important matter for eligible IAS, their respective colleges, departments, and the University community as a whole. Advancement is a significant career achievement and is an important way that academic departments, the colleges, and the University recognize and reward IAS accomplishments and contributions. To ensure fairness, much time and effort have been expended on devising the rules and procedures that govern career progression. Moreover, additional time and effort is expended by IAS in preparing their career progression files and by their departments, their deans, and the Career Progression Committee (CPC) in formulating career progression recommendations.
2. OVERVIEW
A successful candidate for career progression will have, along with evidence of good teaching, a solid record of professional development/creative activity/scholarship and/or service As indicated in the Rules and Procedures of the Career Progression Committee, candidates are not deliberately compared to one another for purposes of evaluation. The CPC, to the best of its ability, attempts to judge each candidate individually on the basis of the evidence provided in the career progression file and votes on whether or not to recommend that individual to the Provost for career advancement. Therefore, the candidate must assume the responsibility for presenting the CPC with the evidence and some criteria for interpreting that evidence.
Some IAS who are eligible for career progression may be unsure of whether their record of teaching, professional development/creative activity/scholarship, and/or service is sufficient to meet the criteria of the CPC. Others may be confident that their efforts warrant an advancement, but may be unclear as to how to construct an effective career progression file. Such IAS members are advised to seek the counsel of department chairs, senior colleagues in their respective departments and other departments, or their deans. For the benefit of IAS who are beginning the task of preparing a career progression file, the Provost/Vice Chancellor’s office has available for their review a few promotion files from faculty/IAS who were recently promoted.
3. CAREER PROGRESSION POLICIES AND PROCEDURES
Career progression policies and procedures are complex, and a thorough understanding of the policies requires an appreciation of the UW System’s hierarchy of IAS personnel rules. All policies on the recruitment, appointment, evaluation, retention, career progression, layoff, and dismissal of IAS are contained in one or more of the following sources of rules, procedures, and bylaws.
· The Rules of the Board of Regents (a part of the Wisconsin Administrative Code): The rules, which are approved solely by the Board, provide the legal basis for all personnel policies in the hierarchy. The rules are usually referred to as the UWS Personnel Rules and designated numerically by Chapter and Section.
· The Supplementary UWL Personnel Rules: The supplementary rules, which augment the UWS Personnel Rules, are designated numerically to be consistent with the UWS. The supplementary rules may be revised by joint action of the Faculty Senate and the Chancellor. They require UW System Board of Regents’ approval.
· The Faculty Senate Bylaws: The Senate Bylaws provide the basic organizational structure, rules, policies, and procedures that define the faculty’s role in University governance. Bylaws seldom contain specific personnel rules, but the career progression policies are an exception. Amendments to the bylaws require a reading of the proposed amendment at a Senate meeting and approval by two-thirds of the Senate.
· Instructional Academic Staff Policies and Procedures: The academic staff personnel policies, which may be revised by majority action of the Faculty Senate, provide greater specificity regarding the implementation of UWL Personnel Rules. The General Policies, Procedures and Criteria for Instructional Academic Staff Career Progression were adopted by Faculty Senate and approved by the Chancellor in May 2007.
· Departmental Bylaws and Policies: The Academic Staff Personnel Policies and Procedures (and General Policies for IAS Career Progression) leave much specificity, especially evaluation criteria and standards, to individual departments.
Where do policies and procedures regarding advancement of IAS fit in this hierarchy?
· Unclassified Personnel Guideline (UPG) 4.06 states “The title structure for academic staff in instructional, research and professional title categories is designed to offer career progression to academic staff commensurate with achievement of additional experience and satisfactory performance.”
· The Supplementary UWL Personnel Rules contain no specific policies regarding IAS career progression.
· The Faculty Senate and the Chancellor therefore have primary responsibility for these policies.
The Career Progression Committee was created by Faculty Senate Bylaw I.P, which also specifies the composition and basic rules of operation (Appendix A contains the full text of the bylaw). In evaluating candidates for career progression, the members of the Career Progression Committee are required to use the general performance and achievement criteria specified in UW-L’s IAS Personnel Policies and Procedures. (Appendix B contains the criteria). The criteria specify minimum standards of educational preparation and experience and describe levels and kinds of achievements expected of each of the series titles, as well as general University policies regarding notification and appeals. Each department is to have developed criteria for the evaluation of IAS for the purpose of career progression. The criteria must be stated in writing and address teaching professional development/creative activity/scholarship and/or service. The degree of involvement in professional development/creative activity/scholarship and/or service activities differs significantly based on the title prefix and departmental policy; therefore, each department shall formulate a definition of professional development/creative activity/scholarship and/or service activity that is to be included.
Faculty Senate Bylaw I.P also requires that the Career Progression Committee create guidelines for submission of departmental criteria and other data submitted on behalf of career progression candidates. The CPC is also required to establish rules and procedures of operation and subsequently publicize the rules and procedures prior to the submission of candidate applications. (Appendix C contains the full text of the rules and procedures adopted for the next academic year.)
4. CAREER PROGRESSION CRITERIA: Descriptions, Expectations, and Evaluation
As required by the Academic Staff Personnel Policies and Procedures, all candidates for career progression will be judged on “teaching, professional development/creative activity/scholarship, and/or service.”
· Commonly, professional and public service and contribution to the University are combined into a single category referred to as “service.”
· The evaluation criteria employed for teaching, professional development/creative activity/scholarship, and/or service and the relative weighting of each area vary, sometimes significantly, from department to department and may vary among members of the CPC.
· In general, activity conducted by the candidate prior to joining the instructional academic staff at UW-L may be given less weight than activity conducted since becoming a UW-L IAS member. Candidates should provide evidence in relevant areas for their time at UW-L.
· Any IAS member who is eligible for career progression and considering creating a career progression file should begin by obtaining his or her department’s written criteria and seeking advice and counsel from department chair and senior IAS. Of course, a positive recommendation from a candidate’s department is only the first step to achieving career advancement.
· Career progression is a privilege based upon qualifications exceeding established minimal criteria and is recommended by an informed collective peer judgment.
· All candidates should understand clearly that eligibility status and departmental and college recommendation does not assure or imply that a career advancement will be made.
· Senate Bylaw I.P requires that members of the CPC also judge each career progression candidate on his or her teaching and either professional development/creative activity/scholarship or service.
The following sections are intended to be a guide to the factors that are likely to inform the collective judgment of the CPC in each of the categories of teaching, professional development/creative activity/scholarship, and/or service.
5. IAS CAREER PROGRESSION REPORT FORMAT AND INSTRUCTIONS
The Career Progression Report is the joint responsibility of the candidate and the IAS promotion committee in the candidate’s department (as defined by the departmental bylaws). Information included in the report should come from the date of hire or last advancement at UW-La Crosse. Candidates seeking a first career advancement should clearly identify contributions made since appointment at UW-L. The candidate submits the report electronically to the department. The department submits the electronic report plus the electronic departmental component to the college dean. The CPC annually publishes a calendar that includes submission dates and decision dates. Information included in the report should come from the portfolio closing date of the last career advancement.
The career progression report consists of three sections: one from the candidate, one from the department and one from the college dean. Appendix D provides detailed instructions regarding the steps involved in producing the electronic portfolio required for progression.
5.1 Candidate Materials
5.1.1 Candidate’s Narrative Statements
5.1.2 Candidate’s Electronic Portfolio
5.1.3 Hyperlinks (Appendices) regarding evidence of teaching, professional
development/creative activity/scholarship and/or service
5.2 Departmental Materials
5.2.1 Department IAS Promotion Committee Report.
5.2.2 OPTIONAL: Department Chair’s Letter
5.2.3 Statistical Information
5.2.4 Department’s Statement on IAS Professional Development, Creative Activity and
Scholarly Activity
5.2.5 Transmittal and Signature Form from the Department
5.3 Dean’s Materials
5.3.1 Dean’s Letter
5.1 Candidate Materials
5.1.1 Candidate’s Narrative Statements:
These statements describe the candidate’s accomplishments in teaching, professional development/creative activity/scholarship, and/or service. The candidate may write up to 3 pages for teaching, 2 pages for scholarship, 2 pages for service (singled-spaced, minimum 12 point font one side only). All information should be listed in descending order of importance, with dates, rather than chronological order. The most outstanding achievements should be highlighted. A special effort should be taken to emphasize the value and quality of the work, not merely the quantity. Do not duplicate items. If an activity could be included in more than one area, place it in the most appropriate area. Lists should be used rather than narrative paragraphs whenever that would be more efficient. There are numerous areas where both the Candidate’s report and Department Promotion Committee report may appropriately comment on the same information. In general the Candidate’s report should present this information in the context of the candidate’s goals and teaching standards. The IAS completes an annual Individual Development Plan (IDP) or departmental equivalent with his department chair which determines the percentage of time allotted for teaching, professional development/creative activity/scholarship and/or service, and the nature of the activities that will be conducted in that year. Only the most recent IDP will be included in the candidate’s career progression report. In the event that a candidate’s responsibilities have changed significantly during the period being reviewed, the candidate should address this in the narrative statements.
5.1.1.1 Teaching
Teaching includes a broad array of activities that take place both inside and outside the classroom, laboratory, and studio. There is no universally accepted definition of good teaching, but the primary aim of all teaching is to stimulate, promote, and advance student learning and educational development. The quality of teaching should be measured by the success of the instructor in securing the interest, effort, and progress of students.
Expectations. UW-La Crosse enjoys a long and proud tradition of offering quality instruction throughout the institution. To maintain this tradition, the CPC expects that candidates for career progression will be good teachers and will provide multiple sources of evidence about their teaching effectiveness. Evidence of quality teaching and clinical/laboratory or librarianship work is a necessary condition for advancement; poor teaching skills and lack of effectiveness cannot be offset by superior achievements in professional development/creative activity/scholarship and/or service. IAS members who have reduced classroom-teaching loads or whose primary responsibility is clinical/laboratory or librarianship work will be evaluated using the same criteria as that used for those whose primary responsibility is classroom teaching.
Evidence. The CPC expects that candidates will present evidence of teaching quality from three distinct sources.
· Self-assessment of teaching.
· Peer evaluation of teaching.
· Student evaluation of instruction.
The candidate should provide clear, concise, and specific material demonstrating high quality teaching. While there is no prescribed structure to this section of the report, the portfolio should present evidence from the sources listed below.
Teaching Evaluation: Provide information (other than SEI scores) about the effectiveness of your teaching or other instruction related activities. This will include
· A discussion of teaching philosophy and personal growth.
· A discussion of course expectations (what do you expect students to learn and do).
· A description of your approach to grading and evaluation.
· A description of methods you use to measure your teaching effectiveness.
· Your responses to assessment outcomes.
Candidates must provide representative samples of course syllabi. Syllabi with student learning outcomes are highly encouraged. In addition, a candidate might provide in a hyperlink such items as reading lists, student assignments, and similar teaching materials. If included, this section should provide appropriate explanations. Without accompanying explanation, such materials are difficult for CPC members to assess and may carry little weight in determining quality or effectiveness.
Teaching Development: Include only the most important activities that have had a significant effect on your teaching. Examples of such activities might include:
· Improvements in teaching techniques.
· Research as preparation for teaching.
· Development of new course and units.
· Preparation of curriculum materials such as workbooks and textbooks.
· Visiting scholar or artist.
Teaching Assignment: While statistical information will be included in another section, the candidate should also address:
· Identification of any areas of unique expertise and their value to the department.
· Details about your duties that are different from classroom teaching (coaching, directing, advising, administering, offering independent studies or other courses with individual instruction patterns, directing student research projects, etc.).
The CPC takes into consideration students’ overall evaluation of instructional performance. The CPC has available the candidate’s student evaluation of instruction (SEI) scores for the most recent three years of instruction. Although additional student generated information is not necessary, some candidates choose to provide written comments from students on their teaching ability. If a candidate elects to provide additional evidence of students’ opinion on teaching, a candidate should provide a typewritten transcript of all student comments that were received for that course. Providing only selected student comments is likely to be viewed by the CPC as potentially biased, and substantially discounted. Providing the originals (or photocopies) of handwritten student comments is not desirable since they are difficult to read.
5.1.1.2. Professional Development/Creative Activity/Scholarship
Professional development/creative activity/scholarship is a broad category that includes those activities engaged in that improve the IAS knowledge, teaching, or service to the university, as well as scholarly activities that contribute to the knowledge base of the IAS’ discipline. The degree of involvement in professional development/creative activity/scholarship activities differs significantly based on the title prefix and departmental expectation as indicated in the candidate’s IDP.
Professional development activities are required in order that IAS remains current in his/her discipline. These activities may also be required for certification and/or accreditation – either for the individual instructor or for an entire program
Professional development activities may include, but are not limited to those activities that can be shown to relate to the IAS teaching or service responsibilities:
· Participation in workshops, institutes, seminars, graduate courses, or participation in professional organizations or attendance at professional meetings.
· Literature review.
· Formal coursework.
· Participation in continuing education.
· Mentoring.
· In-service training.
· Clinical and/or practitioner experience.
· Professional certification.
Individuals in such disciplines as art, music, theatre, literature, and dance frequently engage in creative endeavors for their scholarly activities.
Such creative activity may include:
· Exhibitions of paintings.
· Drawings.
· Sculptures or ceramics.
· Publication or performances of instrumental or vocal compositions.
· Publication of novels, short stories, plays, essays, or poetry.
· Interpretative recitals or performances.
· Production of stage plays or dance choreography.
Scholarship refers to any creative endeavor that results in original contributions to one’s discipline, is reviewed by one’s peers and whose results are widely distributed. While scholarship is not required for the majority of IAS, it is a requirement in some departments.
Scholarship activities may include, but are not limited to:
· Basic and applied research.
· New applications of existing knowledge.
· Integration of knowledge.
· Grant writing.
· Presentations at professional conferences.
· Publications in books, journals and reviews.
· Translation and interpretation.
· Scholarship of teaching and learning.
· Creative endeavors.
Evidence: The CPC focuses on the quality and not the quantity of the professional development/creative activity/scholarship. The narrative description will include the activities in this category and their relationship to the IDP. Evidence of attendance at workshops, continuing education, and coursework, etc. is expected but it is not sufficient; therefore, the narrative description should indicate how these activities have furthered the IAS growth and the contributions made to the department.
5.1.1.3 Service
Service by a candidate for career progression is the fulfillment of his or her professional responsibilities, including educational responsibilities outside the classroom, active participation in professional organizations, committee work or other assignments within his or her department and/or the University, and activities that benefit the community at large. Each department defines service activities appropriate to the particular discipline. The degree of involvement in service activities differs significantly based on the title prefix and departmental expectation as indicated in the candidate’s IDP.
Evidence. The list of service activities that a candidate might include in his/her career progression report is almost endless. Service activities tend to fall into three categories—Professional Service, University Service and Community Service.
Professional service involves the use of professional expertise in a service activity that may be internal or external to the University. Examples of professional service include
· Advising students.
· Making an active contribution to a professional society.
· Organization of lecture series, institutes, workshops etc.
· Administration of grants.
· Provision of in-service training.
· Consulting and advising.
· Providing lectures or workshops.
· Assisting colleagues with research design and statistical analysis.
· Serving as a peer reviewer for articles or grant proposals.
· Evaluating a program for an external agency.
· Supervising student research projects.
The candidate should explain how professional expertise is essential to the success and quality of the activity and outcome. For example, an individual who organizes a professional conference may be involved in the development of the topics and themes, selection of presentation proposals, and reviewing and editing a collection of conference proceedings. Work of this kind depends upon professional expertise, makes a contribution to the field and can be judged by peers.
Similarly, consulting with governmental, charitable, or health agencies or area business groups or corporations and analyzing public policy or proposed legislation for the media are other examples of professional service. The candidate should present a clear case that the activity depends upon professional expertise and demonstrate the success or quality of the work.
University service includes activities such as doing department, college, and University committee work; serving as a Faculty Senator; advising student organizations; and graduate student research committees. Evidence that service activities have been particularly valuable to the discipline, University or the community serves to strengthen a career progression recommendation.
Performance of community services unrelated to the candidate’s discipline is certainly worthwhile and reflects well on the University, but such community service is usually not given as much weight as other service activities by the CPC in making career advancement recommendations.
5.1.2 Candidate’s Electronic Portfolio
Following the instructions provided in Appendix D, candidate’s electronic portfolio will be extracted from the material entered into the electronic portfolio system.
5.1.3 Hyperlinks (Appendices) regarding evidence of teaching, professional development/creative activity/scholarship, and/or service
Each candidate may provide hyperlinks regarding evidence of teaching, professional development/creative activity/scholarship, and/or service. Candidates should be aware that CPC members rely on the department and experts in the field to provide judgment regarding the quality of the materials included. Although evidence of teaching, professional development/creative activity/scholarship, and/or service is reviewed, they are not the primary source of information for CPC members. The primary role of the hyperlinks is to provide the department and dean with the information needed to make their determinations. CPC members vary in their review of hyperlinks. CPC members tend to refer to hyperlinks for clarification or verification of arguments made by the candidate or the department. Hyperlinks should be referenced in the primary materials and CPC members should be guided by the candidate in terms of the importance and/or intent of a hyperlink. Prior to the use of electronic portfolios, faculty promotion candidates were allowed a 1-inch binder in which to present their materials. IAS career progression candidates should be mindful of this guideline and not exceed 10 links of evidence appropriate per area (teaching, professional development/creative activity/scholarship, and/or service). For teaching, hyperlinks are in addition to syllabi. Links to evidentiary hyperlinks should be ordered according to importance and follow the guidelines provided in Appendix D.
5.2. Departmental Materials
5.2.1 Department IAS Promotion Committee Report
This section of the report justifies the departmental promotion committee’s decision that, in the context of the department, the candidate’s record warrants career progression. This section consists of separate statements on teaching, professional development/creative activity/scholarship, and/or service. The vote of the committee is reported on the transmittal form and a signature page, signed by all members of the committee, is to be appended to this section of the report. A sample signature page is included at the end of this document. Once the deadline for transmittal of the portfolio to the Dean’s office has passed, the portfolio is closed and cannot be modified.
5.2.1.1 Teaching
A candidate’s departmental colleagues are in the best position to make accurate judgments as to the quality of instruction in that discipline. The CPC assumes that a candidate recommended for career progression by a department is regarded as a good teacher within that department. Nonetheless, the CPC asks the department to evaluate the quality of teaching both in terms of content and method and to provide specific evidence in support of the candidate’s success in securing student interest, effort, and progress.
Examples of such evidence include reports of classroom observation by tenured faculty or senior IAS, comparative results on common or standardized tests, outcomes of departmental assessment activities, and performances or exhibitions by the candidate’s students. Simple testimony that a candidate is believed to be a good teacher, whether from the department chair, chair of the department’s IAS promotion committee, or a mentor, is likely to be greatly discounted without specific corroborating evidence. Classroom visit reports on their own carry less weight than an analysis of the reports that places the observations in context and draws appropriate conclusions. Reports or letters resulting from classroom visits may be included in a hyperlink.
This section should put SEI information into context by including, for example: (1) an explanation of how the candidate’s SEI scores compare to others in the department, (2) a comparison of SEI scores for a course with those of department members who teach the same course, (3) an interpretation of the candidate’s SEI scores in general and for specific courses, and (4) an explanation of any trends in those scores.
5.2.1.2 Professional Development, Creative Activity and/or Scholarship
This section should include a statement on the significance of the professional development, creative activity or scholarship within the discipline and the department. The statement should put this contribution in context of the amount of time devoted to professional development, creative activity and/or scholarship on the IAS Individual Development Plan (or departmental equivalent).
If the IAS has participated in professional development activities, this section should describe the quality of these activities and how these activities have made a contribution to the advancing the IAS’ program and/or department. The committee should discuss how the IAS professional development activities were evaluated.
If the IAS produced scholarship, this section should discuss the contributions this scholarship has made to the discipline, program, and/or department in relationship to the department’s definition of scholarship. In cases of multiple authorship, the promotion committee should address the candidate’s role in the performance and reporting of the scholarship.
If the IAS produced creative activity, the committee should discuss how these creative activities are evaluated by the discipline as well as accepted standards for documenting and reporting the results of creative efforts
5.2.1.3 Service
This section of the report should address the quality of service activities and their value to the department, college, university, and profession. Where service is external to the university this section should discuss the role of the candidate’s professional expertise in the success of the service activity.
5.2.2. OPTIONAL: Department Chair’s Recommendation Letter
This letter is optional. If provided it should summarize the candidate’s major accomplishments and include additional comments the department chair may wish to make, i.e., beyond what is contained in the IAS promotion committee report.
5.2.3. Statistical Information
This section reflects statistical information on the candidate and is conveyed via the department chair. This includes SEI and merit information. Sample forms are included at the end of this document.
5.2.3.1 SEI Information. The department provides the SEI average (across sections) and ranking for the candidate along with departmental data (such as ranges and averages) for each of the past six semesters. A copy of a blank student evaluation form used by the department should also be provided. If the candidate has been involved in the pilot work on a campus-wide SEI form (Fall 2006 on), information on all measures used should be provided. The method for calculating the reported SEI scores (e.g. whether it is a mean value, median value, fractional median value, etc.) should be described, as should the department’s procedures governing student evaluation of instruction (including the required frequency of evaluation and the proportion of the instructor’s class sections that must be surveyed).
5.2.3.2 Merit Information. When available, the department provides the merit ranking (or categorization) for the candidate along with departmental data (such as ranges and averages). In addition, the department briefly describes the merit evaluation procedure used by the department. If applicable, the relative weighting of teaching, scholarship and service used in the merit process are included. Any weighting for determining merit scores is explained.
5.2.4 Department’s Statement on IAS Professional Development/Creative Activity/Scholarly Activity
5.2.5 Transmittal and Signature Form from the Department (scanned with original sent to the Dean)
5.3 Dean’s Materials
5.3.1 Dean’s Letter
The dean submits a document with a signed declarative statement such as “I agree with the recommendation of the department.” If the Dean’s recommendation is at variance with the department recommendation, the document should explain the reasons for the Dean’s dissenting opinion.
APPENDIX A FACULTY SENATE BY-LAW FOR IAS CAREER PROGRESSION COMMITTEE
N. The Career Progression Committee
Membership of the Career Progression Committee (CPC) shall consist of 6 members including:
Duties and responsibilities of the committee shall include reviewing career progression files subject to the following rules of operation:
Career Progression Deadlines:
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First Friday of December |
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Career Progression Portfolio with Departmental Materials due to |
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Deans from Department Chairs |
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First Friday of January |
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Career Progression Portfolio due to the Faculty Senate Office |
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(Portfolios held in Senate Office for review by committee members.) |
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First Friday of February |
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IASCPC recommendations due to the Provost Office |
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(Portfolios transferred to Human Resources.) |
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Within 14 days of receiving |
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Provost recommendations due to Human Resources |
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IASCPC recommendations |
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Within 7 days of receiving |
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Human Resources issues notification letters to all |
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Provost decisions |
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IAS applicants |
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July 1 of Next Academic Year |
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New Title takes Effect |
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The burden of proof in such an appeal shall be on the IAS member, and the scope of the review shall be limited to the question of whether the decision was based in any significant degree upon one or more of the following factors, with material prejudice to the individual:
i. The procedures required by rules of the IAS or board were not followed, or
ii. Available data bearing materially on the quality of performance were not considered, or
iii. Unfounded, arbitrary or irrelevant assumptions of fact were made about work or conduct.
Written notice of the results of the appeal shall be transmitted to the candidate and appropriate department chair.
APPENDIX B GENERAL POLICIES, PROCEDURES AND CRITERIA FOR INSTRUCTIONAL ACADEMIC STAFF CAREER PROGRESSION
General Principles:
1. For career progression tracking and eligibility purposes only, individual IAS will accrue one semester of UW-L teaching for each semester of employment. Summer and J-Term teaching does not count toward accrual.
2. The minimum time in higher education teaching experience refers to situations regarding “X” semesters teaching in higher education or other appropriate experience. It is understood that this refers to 100% appointments only at other four-year higher education institutions. This will be negotiated between the Dean and the IAS at time of first appointment and recorded on the initial Personal Action Form (PAF).
3. IAS who are not employed at UW-L for a period of 4 consecutive semesters do not continue to bank UW-L teaching semesters and previously banked UW-L teaching service is forfeited. At the time of any future re-hire, these forfeited years could be negotiated as part of the minimum time in higher education teaching experience for accrual and title determination.
4. Individuals must have been employed at UW-L during the academic year immediately prior to that in which career progression application is being made.
5. The minimum time in higher education teaching experience and time in title at UW-L merely represents the necessary experience needed for eligibility for consideration. Career progression decisions will be based solely on the evidence of effective teaching and additional accomplishments at UW-L deemed appropriate for a higher title.
6. Individuals with dual appointments in separate departments will have uniform titles across departments. This will require departmental collaboration (similar to faculty promotion) when reviewing career progression applications.
7. All career progression packet materials must be submitted electronically on or before the first Friday in January in order to be eligible for consideration.
8. If career progression is approved, $1,000 will be added to that individual’s base salary at the beginning of the next academic year. It is understood that this one-time $1,000 salary “bump” will be funded through centrally-based monies, while any ongoing salary increase due to change in title will be funded annually through that individual’s college budget.
9. Deans have the discretion in recommending multi-year contracts, but will consider long-term programmatic needs and IAS individuals in the higher titles first when requesting multi-year contracts.
Minimum Educational Preparation and Experience for Career Progression Eligibility:
LECTUREREffect of Career Progression on Position Title |
CLINICALEffect of Career Progression on Position Title |
Minimum Higher Education Teaching Experience and Time in Title at UW-L |
Documentation of Effective Teaching
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Additional Accomplishments |
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Associate Lecturer to Lecturer
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Clinical Instructor to Clinical Assistant Professor |
· 8 semesters teaching in higher education or other appropriate experience.
· At least 2 semesters of which must be teaching at UWL
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Demonstrated strong record of accomplishment in Teaching from: · Self Assessment · Peer Reviews · Chair Evaluation · SEI Scores · Other Teaching Assessment, if applicable |
Evidence of professional development/creative activity/scholarship and/or service such as: · Undergraduate Advising · Assisting in Developing Lab Safety Protocol · Lab Scheduling · Curriculum Development · Participating in Outreach Programs · Attending Workshops · In Service Training · Committee Work · Participating in Mentoring |
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Lecturer to Senior Lecturer
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Clinical Assistant Professor To Clinical Associate Professor |
· 12 semesters teaching in higher education or other appropriate experience.
· At least 6 semesters of which must be teaching at UWL
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Demonstrated sustained record of accomplishment in Teaching from: · Self Assessment · Peer Reviews · Chair Evaluation · SEI Scores · Other Teaching Assessment, if applicable |
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