INFORMATION FOR HHS FACULTY ON PREPARING A PROMOTION DOCUMENT - PowerPoint Presentation

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INFORMATION FOR HHS FACULTY ON PREPARING A PROMOTION DOCUMENTPrepared by Tom Berndt, Susie Swithers, and Gloria PowellFor Academic Year 2021-2022

This document provides information for faculty below the rank of Full Professor in the College of Health and Human Sciences (HHS) who are preparing their promotion documents.  The information will also be useful to HHS unit heads and other HHS faculty who help others prepare promotion documents.  This document should be used in conjunction with the other documents about promotion policies, procedures, and criteria that are available at http://www.purdue.edu/hhs/faculty/promotion_tenure.html.  

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GENERAL UNIVERSITY PROMOTION TIMELINESSpring/Summer – document is preparedSeptember/October – Primary committee (Unit) meets to vote on candidate

November – Area committee (College) meets to vote on candidateFebruary – University committee meets to vote on candidateApril – Board of Trustees meets to ratify promotionsJuly/August – new rank becomes official (date depends on type of appointment; academic year [August] or fiscal year [July])Slide 2

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GUIDELINES FOR USING THIS DOCUMENT

The information in the following slides generally represents what is required by the University for the format and content of a promotion document, including what types of formatting or content must not be in a promotion document. In addition to University requirements, HHS has specified some content and format requirements; and that information is included in these slides.HHS units may also, within the limits set by the University and the college, set requirements for the content or format of the promotion documents prepared by their faculty. Faculty should review their unit's document on promotion criteria and consult with their unit head to determine what those requirements might be. Faculty may request examples of recent promotion documents from their unit heads. If no documents are available from your unit within the past 3 years, please contact Senior Associate Dean Tom Berndt.

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GUIDELINES FOR USING THIS DOCUMENT (CONT.)

Within these limits, faculty have some flexibility to decide what to include in their promotion documents and how those documents should be formatted.If any HHS faculty member is uncertain about whether any information in the following slides refers to a requirement, a prohibition, an option, or a recommendation regarding the content or format of a promotion document, they should ask their unit head or Senior Associate Dean Tom Berndt.Slide

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I.B.2 - PURDUE’S POLICY ON ACADEMIC TENURE AND PROMOTION

To understand the structure of a Purdue University promotion document, it is important to understand some elements of Purdue’s policy for faculty promotion (referred to as I.B.2), which can be found at https://www.purdue.edu/policies/academic-research-affairs/ib2.html.Although the policy‘s title refers to “tenure and promotion” and although clinical/professional and research faculty are mentioned in the Exclusions section of the policy, that is because clinical/professional and research faculty are not eligible for tenure.  However, the elements of the policy that relate to promotion apply to all categories of faculty (tenured/tenure-track, clinical/professional and research faculty).

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I.B.2 (CONT.) - PURDUE’S POLICY ON ACADEMIC TENURE AND PROMOTION

A key paragraph of Purdue’s promotion policy is found under the the first main heading “STATEMENT OF POLICY” under the heading, “Criteria for Tenure and Promotion:” “Purdue University’s mission is to serve diverse populations of Indiana, the nation and the world through discovery that expands the frontiers of knowledge, learning that fosters the sharing of knowledge, and engagement that cultivates the application of knowledge. To be considered for Tenure and/or promotion, a faculty member must meet the minimum thresholds in each of the three mission areas – discovery, learning and engagement – as determined by the Provost (and VCAA on Regional Campuses) in collaboration with the faculty on the relevant campus (see Related Documents, Forms and Tools section for links to each campus’s Criteria for Tenure and Promotion). Further, the faculty member must have documentation of accomplishment and demonstrated excellence in at least one of the mission areas, with the understanding that, ideally, strength would be apparent in more than one.”

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I.B.2 (CONT.) - PURDUE UNIVERSITY’S MISSION AREAS

The three mission areas of discovery, learning, and engagement are critical in the documentation of a faculty member’s case for promotion, which explains why almost all the pages in a promotion document are in sections labeled as Discovery, Learning, or Engagement.The three sections of a promotion document are far from equal in importance.  The final sentence of the paragraph above says that a promotion candidate must document “accomplishment and demonstrated excellence in at least one of the mission areas.” The section about that area is always first in the promotion document.Slide 7

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I.B.2 (CONT.) - THE BASIS OF A (PROMOTION) NOMINATION

As noted in the policy, the ideal candidate would demonstrate strength in more than one mission area.Tenure-track/tenured faculty are expected to document their accomplishments in Learning and Engagement as well as in Discovery.  In other words, these faculty have a document with sections for Discovery, Learning, and Engagement – in that order.Clinical/professional faculty may also document their strength in all three areas, but it is more common to have in their documents a very short Discovery section or no Discovery section at all.  Moreover, if that section is listed, it is after the Learning and Engagement sections.  Research faculty may omit both the Learning and the Engagement sections from their document.The section of a promotion document that matches the selected Basis of Nomination is generally much longer than any other section.

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I.B.2 (CONT.) - THE STANDARDS FOR PROMOTIONPurdue’s Promotion Policy includes succinct statements of the standards for faculty promotion, or what a faculty member must do to achieve promotion.

For promotion to associate professor:“Tenure is acquired on promotion to this rank, unless otherwise specified (see the Procedures for Granting Academic Tenure and Promotion). A successful candidate will have a significant record of accomplishment as a faculty member and show promise of continued professional growth and recognition.”For promotion to professor:“Successful candidates are recognized as authorities in their fields of specialization by external colleagues – regional, national, and/or international as may be appropriate in their academic disciplines and campuses – and be valued for their intramural contributions as faculty members.”

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THE STANDARDS FOR PROMOTION (CONT.)

Promotion standards are not described more specifically in a brief document titled, “Criteria for Tenure and Promotion on the West Lafayette Campus” (https://www.purdue.edu/provost/faculty/documents/promotion-criteria-policy). Instead, that document describes general promotion criteria, the types of accomplishments and national or international recognition that demonstrate a faculty member’s excellence in Discovery, Learning, and Engagement.Greater specificity about promotion criteria can be found in documents prepared by the nine HHS units that are linked to the college’s main web page about faculty promotion and tenure (https://www.purdue.edu/hhs/faculty/promotion_tenure.html).

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PURDUE’S INSTRUCTIONS FOR USE WITH PRESIDENT’S FORM 36For many decades, the most important guide for faculty in documenting the case for their promotion has been the five-page, “Instructions for Use with President’s Form 36” which can be found at:

https://www.purdue.edu/provost/faculty/documents/promotion-form-instructions-36.pdfSlide 113/17/21

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GENERAL COMMENTSMost of the remaining slides in this presentation include excerpts from the Instructions for President’s Form 36. Taken together, the slides include the entire text of the Form 36 Instructions. Therefore, they provide a guide to all sections of a promotion document. But before presenting those details, some general comments are necessary:

The entire promotion document should be free from typographical and spelling errors.The entire document should be written in the third person (i.e., “Dr. Smith” rather than “I.”)All acronyms should be spelled out the first time they are used.Most entries in the document (e.g., publications, presentations, grants received, etc.) should be listed in reverse chronological order, with the most recent ones first.If citation indices for journal articles are used, they need to be explained.

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GENERAL COMMENTS (CONT.)Information presented in one place in the document should not be presented again elsewhere. Similarly, references to information in other sections should be very rare. Readers expect to see specific accomplishments listed only once in the document.

The only exception to Point 6 is the Executive Summary. All information in the Executive Summary must be presented, perhaps with further description or elaboration, in a later section of the document.Because the Form 36 Instructions are designed to describe the extremely varied accomplishments of Purdue University faculty, some items in the instructions will not apply to all faculty. When items do not apply, promotion candidates should simply omit those items.Whenever an item in the instructions is omitted, the other items should be numbered consecutively rather than with the outline numbering in the Form 36 instructions. Slide

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GENERAL COMMENTS (CONT.)

Except on the Form 36 itself, page margins should be 1” on top, bottom, left, and right.A footer on every page of the document (including the Form 36 and the external letters) should include the faculty member’s last name, followed by a dash and the page number in the form, “Page X of Y,” where Y is the total number of pages.The text should not be right-justified.The font and font size should be the same throughout the document, including in the “Additional Information” section (see slide 69), and 11 or 12 point font is recommended.

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THE TWO VERY UNEQUAL PARTS OF A PROMOTION DOCUMENTPart I (the Form 36)

Page 1 of the promotion document is the Form 36 itself. In the Form 36 instructions, the actual form is described as Part I of the Nomination for Promotion, which is why the title of the form is “NOMINATION FOR PROMOTION”. Lines 1-7 of the form may be completed by the junior faculty member. The rest of the form is completed by other people when the faculty member goes through the various steps in the promotion process. Slide

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LINE 1 OF THE FORM 36 Do not alter the spacing or # of lines on the Form 36.

DATE: This should be the date of distribution to the primary committee. Corrections, but no substantive changes, are allowed after that date. FULL NAME and PUID:1A: Last / First: Must be official name as listed in the Purdue directory. Where relevant in the document (e.g., before the list of publications in the Discovery section), note if the name differs from the name in the directory.1B: Middle Initial: Required; if candidate has no middle initial, NMI (an acronym for “No Middle Initial) must be entered in the box.1C: PUID: Required; first 10 digits on the Purdue ID card including the dash. The 11th digit on the far right is not part of the ID number.

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LINES 2A – 4A OF THE FORM 36

LINES 2A-4A: RANKS AND TITLESProposed, Present, and Previous Rank and Title should be listed as “(Rank) of (Name of Unit).”DO NOT add “with tenure.”DO NOT choose your own title, such as “Professor of Developmental Psychology.” Title must be the name of your unit. (For example: Professor of Psychological Sciences)Please check with your business office if you are unsure about these details or others required for the Form 36.Slide 17

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LINES 3B – 5 OF THE FORM 36

LINES 3B-5: YEARS3B-4B: Year should be the calendar year of PURDUE appointment or promotion (e.g., 2018), not an academic year.5: Penultimate Year (if applicable) should be an academic year (e.g., 2018-19) and should include any tenure-clock extensions. It should be provided for tenure-track assistant professors and untenured associate professors. The cell should be blank for associate professors with tenure and all clinical/professional and research faculty. Slide 18

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LINE 6 OF THE FORM 36

LINES 6A-6D: ACADEMIC RECORD (Put highest or most recent degree first.)6A. Degree achieved.6B. Year when the degree was received.6C. Institutions listed should be those you attended while working on a degree (even if degree was not completed at that institution). Just list the institutions, not their location nor other information about your field of study.6D. Years Attended

should be the years of attendance while working on a degree (even if degree was not completed at that institution).

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LINE 7 OF THE FORM 36

Line 7: BASIS OF NOMINATION – Emphasis of Scholarship Faculty members and their unit heads should agree on which box or boxes to mark with an “X” to indicate the primary area(s) of excellence that form the basis for the promotion. (see slides 7 and 8)Slide 20

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THE TWO VERY UNEQUAL PARTS OF A PROMOTION DOCUMENT Part II

All pages of a promotion document other than Page 1 (Form 36) are described in the Form 36 Instructions as Part II of the Nomination for Promotion. They provide information to support the nomination indicated on Page 1/Part I.Typically, it is helpful to follow and use headings and subheadings as described in the Form 36 Instructions when providing information in Part II of the promotion document, but very general headings like “Part II” and “Basis of Nomination” can be omitted.Most of the pages in Part II are prepared by junior faculty in collaboration with senior faculty and their unit heads. In HHS promotion documents, the sections of Part II that are described in the Form 36 Instructions are preceded by an Executive Summary that is Page 2 of the document.

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THE EXECUTIVE SUMMARYThe Executive Summary is required in HHS promotion documents, but is not mentioned in the University instructions.

The Executive Summary, which is one single-spaced page in length, is placed immediately after the Form 36.The summary should be intelligible to a general reader (e.g., should spell out acronyms). Writers should not assume that “they (promotion committee members) will know what this means.”The summary should be written in narrative format; avoid bullet points.Slide 22

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THE EXECUTIVE SUMMARY (CONT.)The summary should provide the broad outlines of the case for promotion by describing a candidate’s most significant accomplishments in discovery, learning, and engagement; with the greatest detail about the area that is the basis of promotion and less information about other areas. In this respect, the Executive Summary should reflect the relative length of the discovery, learning, and engagement sections of the document.

The summary should clarify how a faculty member’s record fits the missions of their academic units. It should show that faculty have made the contributions expected of them.

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THE EXECUTIVE SUMMARY (CONT.)

Faculty are encouraged to write the initial drafts of their summary, with advice and guidance from the head, but heads are responsible for editing the drafts to ensure that the final versions accurately present the faculty members’ accomplishments and the significance of their work.Every statement in the Executive Summary should be listed under the correct heading for one of the major sections of the document: Discovery, Learning, or Engagement.  For example, the summary should mention mentoring of undergraduate students on research under “Discovery,” not under “Learning.”Slide 24

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THE GENERAL INFORMATION SECTIONThe Form 36 instructions can be misleading because the “Academic Record” is mentioned in the sentence under the heading rather than listed as “point a” in the outline. But it is helpful to start the General Information section with a somewhat fuller description of the candidate’s educational history (e.g., adding information about the candidate’s major or area of specialization).

Many faculty have nothing to report for some of these items (e.g., “industrial, business and governmental positions” and “licenses, registrations, and certifications”). If so, the outline should be renumbered to eliminate those items rather than listing the item and following it with “N/A” or “None”. See slide 13, points 8 and 9.Slide 25

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THE GENERAL INFORMATION SECTION (CONT.)The list of “Awards and Honors” (Item e.) is best limited to the most prestigious awards and honors, especially those that are well-known (e.g., Purdue’s Murphy Award), and should not include awards before graduate school (or perhaps before the candidate’s first post-Ph.D. job).  That is because decisions about promotion depend heavily on what faculty members have accomplished since being hired at Purdue, or since their last promotion.

Sometimes awards are better listed in the Discovery, Learning, or Engagement sections.  For example, “best paper” awards are best placed after the reference to the conference presentations for which they were received.Slide 26

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SECTION A: DISCOVERY, 1.

As shown in the Form 36 instructions, the Discovery section begins with publications.Note that the arrangement of categories of publications “is left to individual departments and schools.”  In HHS promotion documents, refereed journal articles are typically presented first.The Form 36 Instructions are based on an implicit and sometimes inaccurate assumption that all publications are research publications.  If faculty members have publications that reflect the scholarship of teaching and learning or the scholarship of engagement, those publications should be placed in the Learning or Engagement sections of the promotion document.Slide 27

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SECTION A: DISCOVERY, 1. (CONT.)

All publication references should be full citations. In most cases, that includes spelling out the full names of journals rather than using abbreviations.Slide 28

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SECTION A: DISCOVERY, 1. (CONT.)

More than one primary author can be designated.The primary author is not explicitly defined in the instructions, but it can be assumed to mean the person who contributed more than any other author to the work being published. If multiple asterisks are shown, multiple authors are assumed to have contributed equally, and more than any other co-authors.Faculty are not expected to provide evidence that one or more persons truly were the primary authors, but promotion committee members generally expect the primary author to be listed either first or last, so they might ask about cases when a middle author is listed with an asterisk.Slide

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SECTION A: DISCOVERY, 1. (CONT.)

For consistency in listing “undergraduate and graduate students and postdocs you have mentored who are co-authors on your published work,” co-authors who were undergraduates at the time that the research was done should be indicated by a superscript “1” after their last name; graduate students should be indicated by a superscript “2” after their last name; and post-docs should be indicated by a superscript “3” after their last name in the reference. Of course, a primary author(s) also has an asterisk. A “legend” explaining these notations should be provided at the beginning of the “Published work” section of the promotion document, as in the following example: (see next slide)

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SECTION A: DISCOVERY, 1. (CONT.)

Example:1. Published Work [*indicates primary author(s); superscript numbers indicate co-author(s) mentored by the candidate: undergraduate student1, graduate student2, postdoctoral scientist3]  Washington*, G., Adams1, J., Jefferson

2,  T., and Madison3,

J. (1818).  Lessons learned as leaders of a new nation. 

American Journal of Science, 1,

1-43.

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SECTION A: DISCOVERY, 1. (CONT.)

The instructions suggest that newsletters and magazine articles be listed in Section C, for which the title is now “Engagement,” because these types of publications often reflect the efforts of faculty in “translating research information and writing publications designed to enable people to put scientific information into practice.”  (See Section C.5 of the Form 36 instructions and slide 67.)Slide 32

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SECTION A: DISCOVERY, 1. (CONT.)

Articles and other publications that are “in press” can be listed as such.Articles and other publications that have been “submitted” or are “under review” can be listed if they are “presented in the process of review,” meaning that they are currently in the hands of editors. However, as noted in the instructions, they must be listed in a separate sub-section of the promotion document. By contrast, if a manuscript has been rejected by a journal with the option to resubmit, but the revised manuscript has not yet been submitted, the manuscript cannot be included in the promotion document.Slide 33

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SECTION A: DISCOVERY, 1. (CONT.)

Note that manuscripts of journal articles, book chapters, or other publications that are “in preparation” are not to be included in the list of publications.The Form 36 Instructions indicate that if a graduate student who is being mentored by a promotion candidate is the author of a publication on which the candidate is not a co-author, the publication can be listed with other information about that students in Section A.5 (see slide 39), rather than with the publications on which the candidate was an author.Slide 34

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SECTION A: DISCOVERY, 1. (CONT.)

Often, promotion documents include a narrative summarizing the quality and reputation of the journals in which a faculty member’s publications have most often appeared. In some fields, documents list the impact factors for the journals in which candidates’ publications appeared. When impact factors are listed, it is useful to include some comment about the values of impact factors that should be considered as high, medium, or low for the candidates’ fields. In other cases, journals are classified by impact factor into quartiles for specific fields of study.Slide 35

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SECTION A: DISCOVERY, 1. (CONT.)

Although Section 1.e in the Form 36 Instructions says “Candidates are encouraged to include a section of [for?] what work they have planned, this is never done in HHS promotion documents because this type of information is always presented in Section A.8 (see slide 52).Slide 36

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SECTION A: DISCOVERY, 2. – 3. The heading, “Exhibition of creative work,” does not accurately describe the typical method by which HHS researchers provide preliminary reports of their research findings. Therefore:

DO: Use the heading, “Conference presentations.” DON’T: Use the heading, “Exhibition of creative work.”The instructions require that undergraduates, graduate students, and postdocs mentored by the candidate be noted on multiple-author conference presentations just as they are on publications. Therefore, the same “legend” and the same “conventions for superscripts” should be used as for publications, but an asterisk is not used to designate the primary author(s).Slide

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SECTION A: DISCOVERY, 4.The instructions call for the listing of invited lectures at other

educational institutions. Research colloquia and guest lectures given for audiences that include only Purdue University faculty and students should not be listed.Slide 38

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SECTION A: DISCOVERY, 5.The Form 36 Instructions are somewhat ambiguous regarding whether faculty members should name or just list the number of students in each of categories (a), (b), and (c). Since the instructions call for each thesis title, the faculty member should name at least all students for which they served as the major professor for the master’s thesis or doctoral dissertation. This information also helps link to the publications on which students were co-authors.

The phrase, "designate those that have been published in the conventional procedures" can be interpreted as being published as a journal article, book chapter, or another category of scholarly publication.Slide 39

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SECTION A: DISCOVERY, 6.This section was recently added to the Form 36 Instructions. Sometimes, a narrative helps to better explain candidates’ contributions to the research mentoring of undergraduates than a listing does. Research mentoring of undergraduates should

only be mentioned in this section of the promotion document (not in the Learning section).Conversely, mentoring to promote the academic and career success of undergraduates should be reported in the Learning section of the promotion document and not in the Discovery section.  (See Section B. 9 of the Form 36 Instructions and slide 61).Slide 40

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SECTION A: DISCOVERY, 7.The Form 36 Instructions for Section A.7 refer to “Research grants and awards received.” The word

received is important. This section is only for grants that have been awarded, not for grant applications (or proposals) that are pending or that were submitted but not funded. Some information about pending and unfunded grant applications may be useful to present in a narrative section under “Current research interests, including experimentation and other projects in process” (Section A.8, slide 52).Slide 41

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SECTION A: DISCOVERY, 7. (CONT.)3. Section A.7 is only for

research grants and awards. Grants for activities and programs to promote student learning should be reported in the Learning section of the promotion document. Some examples are:Instructional equipment grantsGrants for study abroad programsGrants for course developmentGrants or awards for teaching improvement (e.g., Teaching for Tomorrow Fellowships)

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SECTION A: DISCOVERY, 7. (CONT.)Grants for engagement activities and programs should be listed in Section C, Engagement. Some examples are:

Scholarship of Engagement Fellows grantsGrants to enhance participation in legislature advocacy initiativesSlide 43

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SECTION A: DISCOVERY, 7. (CONT.)The prototypical example of a

research grant is an award of funds for a research project that was described in an application or proposal submitted to a funding agency. The Discovery section should also be used to report:Grants for shared research equipmentGraduate training grantsGrants to graduate students or postdoctoral scientists who are working in a promotion candidate’s research lab if the quality of that research was weighted heavily in the evaluation of the grant application

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SECTION A: DISCOVERY, 7. (CONT.)

Section A.7 should not be used to report:Grants to graduate students or postdoctoral scientists where the evaluation of the application depended most heavily on the credentials of the student or postdoc, or the promotion candidate was not directly involved in preparing the application.Grants from a Purdue office or program (i.e., internal grants) to undergraduate students to work in a candidate’s research lab. These grants can be reported in the Discovery section along with other information about a candidate’s research mentoring of undergraduate students (see Section A.6, Slide 40)..

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GRANTS/AWARDS TEMPLATEHaving a template for reporting grants in promotion documents helps review committees find all the information they need to understand the nature of each grant and a candidate’s role in it. The same template should be used for reporting grants in the Discovery, Learning, and Engagement sections of a promotion document.

Symbols or words in the template that are in [brackets] should not be typed that way in the promotion document. Instead, only the response to that item should be provided on the promotion document. For example, the first line of the entry for a grant might be typed: “1. NIH: National Institute of Mental Health”Slide 46

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Template for Reporting Grants in HHS Promotion Documents

 

[#] [Agency]

[Type of Grant]

[Title]

[Dates]

Total Amount of Award:

Amount of Subcontract (or

subaward

, etc.):

Candidate’s Role:

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GRANTS/AWARDS TEMPLATE3. The [#] in the template, and the example in the previous slide, indicate that grants should be numbered, for ease of reference. The number is on the first line of the entry for each grant.

4. Each item of information about a grant is placed on a separate line. Entries for different grants should be separated by a blank line.Slide 473/17/21

Template for Reporting Grants in HHS Promotion Documents 

[#] [Agency]

[Type of Grant]

[Title]

[Dates]

Total Amount of Award:

Amount of Subcontract (or

subaward

, etc.):

Candidate’s Role:

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GRANTS/AWARDS TEMPLATE

For Type of Grant, the category used by the funding agency should be given. For example, one type of grant from the National Science Foundation would be listed as “Faculty Early Career Development Program (CAREER).” For NIH grants, listing the full grant number, as in the example given later, is sufficient, because it includes a designator for type of grant. If no label for type of grant is used by a funding agency, the candidate should provide a brief, descriptive label.The Title for the grant should be the one in the funding agency’s records so that promotion committee members can easily find more information about it.For Dates, the start date and the end date for the grant funding should be listed. If a no-cost extension was allowed, the phrase “(includes no-cost extension)” should be added after an end date that includes the extension.

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Template for Reporting Grants in HHS Promotion Documents

 

[#] [Agency]

[Type of Grant]

[Title]

[Dates]

Total Amount of Award:

Amount of Subcontract (or

subaward

, etc.):

Candidate's Role:

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GRANTS/AWARDS TEMPLATEThe Total Amount of Award

(type these words) should be for the entire project. Agencies like the NIH sometimes award large grants to several institutions. Then those institutions conduct competitions and award smaller grants to specific researchers. For example, the Indiana Clinical and Translational Sciences Institute (CTSI), which is funded by the NIH, awards grants to Purdue researchers. In such cases, the recipient of the large grant (e.g., the Indiana CTSI) should be listed as the funding agency and the total amount of award should be listed as the amount of the specific grant to a promotion candidate or to a group that includes the candidate.Slide 49

3/17/21Template for Reporting Grants in HHS Promotion Documents

 

[#] [Agency]

[Type of Grant]

[Title]

[Dates]

Total Amount of Award:

Amount of Subcontract (or

subaward

, etc.):

Candidate's Role:

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GRANTS/AWARDS TEMPLATEThe

Amount of Subcontract (or subaward, etc.) should be included only if the promotion candidate was a subcontract or subaward PI and so had primary responsibility for the subcontract or subaward (or another separately-budgeted component of a project).The description of a Candidate’s Role in a project should start by giving the label for that role in the grant application and the funding agency’s records (e.g., PI, MPI, Co-investigator, consultant, etc.). If the candidate is the PI for the entire grant, only that information should be provided. If the candidate has another role, the label for that role and the candidate’s major responsibilities in the project should be described in a few sentences (100 words max.). Slide

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Template for Reporting Grants in HHS Promotion Documents

 

[#] [Agency]

[Type of Grant]

[Title]

[Dates]

Total Amount of Award:

Amount of Subcontract (or

subaward

, etc.):

Candidate's Role:

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GRANTS/AWARDS TEMPLATESlide 51

3/17/21Example of a Completed Template for Reporting Grants in HHS Promotion Documents  1. National Institute of Mental Health 1R01MH23456701 Making Lives Better: Enhancing Physical and Mental Health in College Students

07/01/21-06/30/26 Amount of Award: $5,000,000 Amount of Subcontract (or subaward, etc.): $1,000,000

Dr. X is the site PI on this multi-site study, responsible for recruiting a sample of Purdue students, directing the research with those students, managing the subcontract budget, and collaborating with the PIs of the other sites on reports of the research findings.

10. This example of a completed template is for a large and complex project. Note that the line for Amount of Subcontract is shown because the promotion candidate was the site PI of a separately-budgeted component of the larger project.

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SECTION A: DISCOVERY, 8.This section provides an opportunity for promotion candidates to categorize and briefly describe current research projects in a few pages of narrative.

Typically, faculty members mention funding that supported each project or funding for which they have applied to extend their research on each project.It is less important in this section to describe all the collaborations on these projects, especially if the collaborators are in different disciplines. Those collaborations can be described in the next section.Slide 52

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Slide53

SECTION A: DISCOVERY, 9. – 10.Item 9 normally contains a narrative that establishes the history and status of faculty members’ collaborations with researchers from other disciplines, either at Purdue or elsewhere.

Typically, the response to Item 9 is brief, as a summary of the faculty member’s research interests and projects has been provided in the preceding section.Item 10 is where all activities as an editor or a reviewer for journals or for funding agencies are listed, because invitations to serve in those roles come to faculty recognized for their research expertise. These activities should not be listed in Section C as evidence of service to a scientific society or professional association.Slide 53

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Slide54

SECTION B: LEARNING, 1., COURSES TAUGHTAlthough the Instructions say that the document should show “Courses taught during past three years,” the record of teaching for more than the past three years may be shown if a fuller record would more adequately demonstrate faculty members’ accomplishments in promoting students’ learning. For faculty being nominated on the basis of Learning, including information on courses taught beyond three years is recommended.

Courses taught should be shown concisely. An example of an entry for courses taught would be: NUR 21800 Health Assessment and Essentials of Nursing Practice - F/17, S/18, F/18, F/19.Slide 54

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Slide55

SECTION B: LEARNING, 1., STUDENTS' EVALUATIONSStudents’ evaluations of courses taught by the faculty member should be reported separately for AY 2020-21 and the following years than for AY 2019-20 and previous years (see Slides 57-58).

Courses should be grouped by Course Number, with the lowest numbered courses presented first. Session taught should be listed from the left (earliest) to right (most recent) within each courseCell width and height can be adjusted as needed, but neither margins nor font should be changed, and the table should remain in portrait orientation.Additional pages should be added as needed. Both table headers and full text of questions should be repeated on the additional pages. Slide 55

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Slide56

SECTION B: LEARNING, 1., STUDENTS' EVALUATIONS (CONT.)

For 2019-2020 and before, faculty must report on the two core items for evaluations of the course and the instructor. They should consult with their head about including other items as well. Please see the tables on slide 57 for an example.Because of pandemic-related disruptions, course evaluations for Spring 2020 should be omitted.Slide 563/17/21

Slide57

STUDENT EVALUATIONS OF TEACHING EXAMPLE(For 2019-2020 and Before) 

Slide 57

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STUDENT EVALUATIONS OF TEACHING EXAMPLE(For 2020-2021 and BEYOND)

Beginning with 2020-21, faculty should show the ten common items and then consult with their head about reporting other items as well. Slide 58

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Slide59

SECTION B: LEARNING 2. – 4. Item 2, about “administrative or supervisory responsibility” of courses, refers to courses that a faculty member did not teach, but for which the faculty member supervised others’ teaching.

Professional development activities that led to specific changes in methods or techniques (e.g., IMPACT) should be listed under point 3.Slide 59

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Slide60

SECTION B: LEARNING 5. – 7.Distinguishing point 5, "Experimentation in teaching methods and techniques" from point 3 on slide 59 ”Contributions

in course and curriculum development," is difficult. Most promotion candidates put activities and accomplishments in these areas under point 3 above.Outdated versions of the Form 36 Instructions had a section for “activities to increase teaching effectiveness” that included what are often defined as “professional development activities,” such as attending workshops on the improvement of teaching. The current instructions focus entirely on candidates’ activities to directly promote students’ learning, like supervising student internships.Slide 60

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Slide61

SECTION B: LEARNING 8. – 10. A response must be given for Item 9 in the Form 36 Instructions, “Commitment to active and responsive mentoring, advising, and support of the academic success . . . .”  This is not the place for comments about research mentoring

in your own lab; it is the place for comments about faculty contributions to students’ academic success outside of a regular classroom. Reviewing textbooks belongs in “other evidence of teaching excellence” because it’s comparable to, but in a different category from, the reviewing of research publications that is considered as recognition of "national recognition as a researcher."Slide 61

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Slide62

SECTION B: LEARNING 8. – 10. (CONT.)Some promotion candidates will have publications that are typically described as evidence of the scholarship of teaching and learning.  Some will have received grant funds to develop and test their innovations in teaching and learning.  The Form 36 Instructions do not indicate where this evidence should be presented in a promotion document.  Often, the item for “Other evidence of teaching excellence" is relabeled as an item on the Scholarship of Teaching and Learning.  Then, sections on publications; grants; and other accomplishments that are comparable to those in the Discovery section, are added as subsections.

Slide 62

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Slide63

SECTION B: LEARNINGItems 9 and 11 refer to the Department Head's and Dean's comments on Part I of the Form 36.

As indicated on slide 40, faculty involvement with undergraduate students in their research program is documented in the discovery section; however, sometimes organized courses provide training in research methods and students do research projects as part of the course. Unless these courses are discussed elsewhere, they could be discussed in item 6 (see slide 60) or item 9 (see slide 61).In HHS, the final sentence of the paragraph is viewed as prohibiting the inclusion of selected quotations from students about the candidate’s teaching.Slide 63

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Slide64

SECTION C: ENGAGEMENT, 1.This section is labeled as Engagement, but the sentence under the heading refers to “excellence in service.” Thus, the section is actually about activities and accomplishments both in engagement and in professional and University service. The engagement items sometimes explicitly refer to Extension or Continuing-Education activities.  (See items C1.-3 and C.5 – Slides 65 and 67)

Engagement activities, which in HHS may be described as directing programs aimed at “making (people’s) lives better,” may also be described under Items C.7, C.12, and C.13, Slides 67 and 68).Slide 64

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Slide65

SECTION C: ENGAGEMENT, 1. (CONT.)To the extent possible, reports of engagement activities should include documentation of their impact.

Note the references to publications and presentations in C.1.  Publications are also mentioned in the descriptions of other items in this section.  These publications may be collected into a section on the scholarship of engagement.  Grants that support engagement activities can also be listed in ways comparable to the listing of publications and grants in the Discovery section.Slide 65

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Slide66

SECTION C: ENGAGEMENT, 2. – 4.The Education programs mentioned in Item 4 are best viewed as programs for “students” who are not Purdue students (e.g., high-school students or the general public).

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Slide67

SECTION C: ENGAGEMENT, 5., 6., and 7.

Public dissemination of scientific information (e.g., media interviews, newsletters, social media, popular magazine articles) for general audiences or practitioners outside the University should be listed here under Item 5.Item 6 about advising, counseling, and recruiting students is best considered as referring to activities for non-Purdue or not-yet-Purdue students (e.g., high-school students) or perhaps for such things as serving as an advisor to a student organization.Slide 67

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Slide68

SECTION C: ENGAGEMENT, 8. – 14.Most forms of University service belong in this section; which is usually subdivided into sections for service to one’s department or school, to the college, and to University-level individuals or groups. However, activities whose primary purpose is to promote the learning of Purdue undergraduate and graduate students should all be reported in the Learning section of the document.

Again, Items 9 and/or 11 refer to the Form 36.Slide 68

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Slide69

ADDITIONAL INFORMATIONThis final excerpt, which ends the Form 36 Instructions, refers to the letters solicited from outside (i.e., external to Purdue) referees.  Sections of the provost’s memo about promotion and tenure, describe the selection of those referees and the solicitation of letters from them.

Slide 69

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Slide70

ADDITIONAL INFORMATION (CONT.)This paragraph describes three additions to the document prepared by promotion candidates and the faculty who assist them. In HHS promotion documents, they are added in this order:

A brief description of the credentials of the letter writers and their relationships, if any, to a candidateA copy of the letter sent to the external referees requesting they write a letter of evaluation of the candidate’s accomplishmentsCopies of the external lettersSlide 70

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Slide71

EXTERNAL LETTERS FOR TENURED/TENURE-TRACK FACULTYNote that promotion candidates should have an opportunity to suggest letter writers.  Another University document indicates that candidates should also have an opportunity to identify potential letter writers who should not be asked.

Candidates are strongly encouraged to talk with their unit heads and the senior faculty who are helping to prepare their promotion documents before suggesting an external expert as a letter writer, because the university affiliation and the credentials of letter writers are very important.Slide 71

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Slide72

EXTERNAL LETTERS FOR TENURED/TENURE-TRACK FACULTY (CONT.)Almost always, the external experts are University faculty, and with very rare exceptions, they are full professors. Candidates should almost never suggest as external experts faculty of lower rank, and they should do so only with the strongest possible justification. As noted in the instructions, candidates should provide "expertise credentials" when they suggest a letter writer who is not a faculty member at a peer or aspirational peer university.

Someone other than the candidate should select some of the external experts. Usually, other suggestions for experts come from the head or from senior faculty in the unit.Slide 72

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Slide73

EXTERNAL LETTERS FOR TENURED/TENURE-TRACK FACULTY (CONT.)The promotion document must indicate whether each letter writer was suggested by the candidate, by the head or other faculty, or by both.

Information in the promotion document should describe the relationship, if any, of the candidate to each external expert. As stated in the provost’s memo, some external experts have relationships with candidates that make them ineligible to serve as letter writers for a candidate.Although the provost’s memo refers to having letters from collaborators, such letters are rare in promotion documents.Slide 73

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Slide74

EXTERNAL LETTERS FOR CLINICAL FACULTYAlthough the provost’s memo sets different requirements for the letters needed for tenure-track/tenured faculty and for clinical/professional and research faculty, in HHS the expectations for all categories of faculty are the same. That is, all promotion documents are expected to include five letters from external experts.

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