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The Tenure and Promotion Processfrom the candidate’s point of view
The Tenure and Promotion Processfrom the candidate’s point of view
Meegan Kennedy
English Department,
Florida State University
Meegan Kennedy
English Department,
Florida State University
Edward Gorey, from The Broken Spoke (NY: Dodd, Mead, 1976).
Edward Gorey, from The Broken Spoke (NY: Dodd, Mead, 1976).
1. What do I need to do to get tenure and/or promotion?
2. How can I make sure that I reach those goals?
1. What do I need to do to get tenure and/or promotion?
2. How can I make sure that I reach those goals?
1. What do I need to do to get tenure and/or promotion?
2. How can I make sure that I reach those goals?
3. How can I make sure people recognize that I’ve reached those goals?
1. What do I need to do to get tenure and/or promotion?
2. How can I make sure that I reach those goals?
3. How can I make sure people recognize that I’ve reached those goals?
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
- Look at statements written by others in your field: context of your field
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
- Look at statements written by others in your field: context of your field
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
- Look at statements written by others in your field: context of your field
- Make the binder well-organized and easy to use
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
- Look at statements written by others in your field: context of your field
- Make the binder well-organized and easy to use
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
- Look at statements written by others in your field: context of your field
- Make the binder well-organized and easy to use
- Make it more likely your chair will choose good reviewers!
1. Make it easy for your outside reviewers to see what you’ve accomplished …
and what that means within the context of your departmental and university culture
- Look at statements written by colleagues in your department: norm for your department
- Look at statements written by others in your field: context of your field
- Make the binder well-organized and easy to use
- Make it more likely your chair will choose good reviewers!
* Make it easy for your outside reviewers to find the information they need:
what you have accomplished –
how this stacks up against local norms –
and what difference your work makes to your field
* Make it easy for your outside reviewers to find the information they need:
what you have accomplished –
how this stacks up against local norms –
and what difference your work makes to your field
2. Make it easy for your departmental, college, and university reviewers to see what you’ve accomplished …
and what that means within the context of your field
2. Make it easy for your departmental, college, and university reviewers to see what you’ve accomplished …
and what that means within the context of your field
2. Make it easy for your departmental, college, and university reviewers to see what you’ve accomplished …
and what that means within the context of your field
- Look at statements by colleagues in other fields at FSU: norms that reviewers from other departments may expect
2. Make it easy for your departmental, college, and university reviewers to see what you’ve accomplished …
and what that means within the context of your field
- Look at statements by colleagues in other fields at FSU: norms that reviewers from other departments may expect
2. Make it easy for your departmental, college, and university reviewers to see what you’ve accomplished …
and what that means within the context of your field
- Look at statements by colleagues in other fields at FSU: norms that reviewers from other departments may expect
- Follow the correct format: they have MANY binders to read
2. Make it easy for your departmental, college, and university reviewers to see what you’ve accomplished …
and what that means within the context of your field
- Look at statements by colleagues in other fields at FSU: norms that reviewers from other departments may expect
- Follow the correct format: they have MANY binders to read
Edward Gorey, “So Many Books”
* Make it easy for your departmental, college, and university reviewers to find the information they need:
what you have accomplished –
how this stacks up against local norms –
and what difference your work makes to your field
* Make it easy for your departmental, college, and university reviewers to find the information they need:
what you have accomplished –
how this stacks up against local norms –
and what difference your work makes to your field
3. Make it easy for the staff who will be assembling your binder, to do so correctly
3. Make it easy for the staff who will be assembling your binder, to do so correctly
3. Make it easy for the staff who will be assembling your binder, to do so correctly
- Make a checklist
3. Make it easy for the staff who will be assembling your binder, to do so correctly
- Make a checklist
3. Make it easy for the staff who will be assembling your binder, to do so correctly
- Make a checklist
- Follow the format
3. Make it easy for the staff who will be assembling your binder, to do so correctly
- Make a checklist
- Follow the format
3. Make it easy for the staff who will be assembling your binder, to do so correctly
- Make a checklist
- Follow the format
- Get started early!
3. Make it easy for the staff who will be assembling your binder, to do so correctly
- Make a checklist
- Follow the format
- Get started early!
4. Keep in touch with your chair4. Keep in touch with your chair
“Talk” chair, OMC design studios, http://www.omcdesign.com
5. Recognize your accomplishments…
then put the whole process out of your head5. Recognize your accomplishments…
then put the whole process out of your head
5. Recognize your accomplishments…
then put the whole process out of your head
- Start a new research project
5. Recognize your accomplishments…
then put the whole process out of your head
- Start a new research project
5. Recognize your accomplishments…
then put the whole process out of your head
- Start a new research project
- Do something new in the classroom
5. Recognize your accomplishments…
then put the whole process out of your head
- Start a new research project
- Do something new in the classroom
5. Recognize your accomplishments…
then put the whole process out of your head
- Start a new research project
- Do something new in the classroom
- Take care of yourself
5. Recognize your accomplishments…
then put the whole process out of your head
- Start a new research project
- Do something new in the classroom
- Take care of yourself
Struggle ….
Chinese Pole Dancing, from Wikimedia Commons (http://commons.wikimedia.org/wiki/File:Chinese_Pole_Dance.jpg)
Victory!
The Tenure and Promotion Processfrom the candidate’s point of view
The Tenure and Promotion Processfrom the candidate’s point of view
Meegan Kennedy
English Department,
Florida State University
Meegan Kennedy
English Department,
Florida State University
