Making The Case for Tenure
A pre-GSA Workshop for Early Career Geoscience Faculty
Saturday, October 4, 2008, 9:00 am - 5:00 pm
George R. Bush Convention Center, Room 350A
Workshop goals for participants:
- Analyze components of successful tenure packages from a range of institutions to identify features and strategies useful in making the case for tenure
- Review teaching materials (e.g., syllabus, classroom activity, lab exercise, assignments, etc.) and consider the evidence they provide about teaching quality in a tenure application
- Review c.v.'s in the context of a tenure application
- Discuss topics of high interest to registered workshop participants
- Leave with ideas, strategies, and a plan for building your tenure case and a support network of other early career faculty
- A document from your teaching that you would consider including as evidence of excellence in teaching in your future tenure package. This might be a syllabus, an original lab or field exercise, an exam, a classroom activity, or other document of your choosing.
- Three questions or issues of highest concern to you about tenure and/or your progress towards tenure.
- A copy of your CV. This submission is optional. There will be a session during the workshop in which CVs are analyzed. If you submit your CV you will have the option of getting direct feedback on your CV from the leaders and other participants who also brought their CV.
Program:9:00-9:45 Workshop overview, introductions, leader perspectives on tenure, what do reviewers look for when examining a tenure file?
9:45-10:45 What does your CV say about you?
A CV is a window to your career accomplishments and essential to the tenure package. CVs will be analyzed to determine what message they convey based on their content and organization. Reflection time at end.
Some guidelines and suggestions for your CV (Microsoft Word 40kB Oct15 08)
11:00-12:00 What do your teaching materials say about you?
Examine teaching materials (e.g., syllabus, assignment, lab exercise) submitted by participants with the eye of a reviewer. Then consider whether the document conveys an accurate portrait of you as a teacher. Is this the teacher you want to be? Discussion on effective teaching and its documentation for tenure packages. Reflection time at end.
1:00-2:30 The narrative: How to argue your strongest case
In this session, participants will examine tenure narratives and other excerpts from tenure packages from a range of academic institutions. Participants will analyze these examples to identify features of successful tenure packages, ways tenure applicants made persuasive arguments for excellence in teaching and excellence in research/scholarly activity, how service contributions were addressed. If there were weaknesses, how were they addressed? Reflection time at end.
Some guidelines and suggestions for your narrative (Microsoft Word 32kB Oct15 08)
2:30-3:30 Where are you and where do you need to be?
3:45-4:45 Where are you and where do you need to be? Consider your particular issues and concerns. Discussion and reflection on where you are in the tenure process in your teaching, scholarship, service and the timeframe you have from now until tenure application. What do you need to do?
3:45-4:45 Setting a plan for getting things done Introduction of several example strategies to help you position yourself to make your strongest case for tenure. These include general guidelines for tenure preparation and pre-tenure career planning and progress charts. Use these examples to draft your own plan to move towards your strongest tenure application.
Overview: How to Take Charge (Microsoft Word 31kB Oct16 08)
Taking an Active Strategic Approach to Tenure: advice from Dr. Magali Billen, a recently tenured geoscientist
Charting Your Progress Toward Tenure: Rachel O'Brien's chart of teaching, research, and service activity through time
Two-year career planning worksheet (Microsoft Word 34kB Oct15 08)
4:45-5:00 Closing remarks, Evaluation
Cost:The cost of this workshop (including lunch) is $50.
Conveners:Kristen St. John, Department of Geology and Environmental Science, James Madison University
Mark Leckie, Department of Geosciences, University of Massachusetts, Amherst
Heather Macdonald, Department of Geology, College of William & Mary