Academic promotion to Levels C, D and E

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Academic promotion to Levels C, D and EAn overview – July 2011


An overview of academic promotion to Levels C, D and E

It is important that you also read the information provided on the Academic Promotions website at

http://hr.curtin.edu.au/academic_promotion.cfm

as it contains important details relating to the process including timelines for each round

Overview of academic promotion to levels C, D and E


Overview of academic promotion to Levels C, D and E

Requirements for academic promotionYou need to meet the qualification requirement: PhD or equivalent qualification conferred by closing date

OR Significant expertise, standing and research or scholarship

within the discipline and/or profession. This will normally only be considered where a PhD is not the usual expectation of the discipline

If you are applying without a PhD, you must have the support of both your Pro Vice-Chancellor and Head of School Their support does not mean their individual assessor reports will recommend promotion

Please contact the unit directly if considering applying for promotion without a PhD


Requirements for academic promotion

You also need to meet 3 promotion criteria Choose 3 criteria from choice of 4:

Teaching & Learning Research/Creative Works Leadership Service

1 criterion to be assessed on High level of performance in duties at current level only

2 criteria to be assessed on: High level of performance in duties at current level, and Satisfactory performance in duties at level above

1 of the criteria to be assessed at current level and above must be Teaching & Learning OR Research/Creative Works



Requirements for academic promotion

Special case promotion If you believe you have agreed duties that preclude you from meeting 3 of the 4 promotion criteria, you may apply to the Vice-Chancellor through the Academic Promotions Unit for consideration for promotion by special case up to and including level D

Higher level than the next Applications are to be made from one level to the next (e.g. B to C). In exceptional circumstances, application for promotion to a higher level than the next (i.e. B to D) can be made through your Pro Vice-Chancellor to the Chair of the University Academic Promotions Committee



Putting your case

Assess your readiness Read the information on the Academic Promotions website including the Guidelines and documents on addressing the promotion criteria Talk to your Head of School

Prepare your applicationRound-specific application form CV Selected eVALUate teaching reports – if applicable Contact your assessors



Application form and CV

Application form includes: Applicant details

Includes periods of extended leave and EEO considerations Promotion criteria and levels Qualifications Recent duties at Curtin

List duties over last 3 years at Curtin only - other information can go in the CV, publications and grants list and statements against criteria

Statements against criteria Address 3 only Strictly 1 page for each criterion

Checklist and declaration

CV is a maximum of 6 pages plus list of publications and grants



eVALUate reports

You are expected to provide eVALUate reports if you: Are addressing Teaching & Learning at any level; and Have teaching or coordination duties

These reports will be accepted: Teaching Evaluation Reports (TERs); and Unit Summary Reports (USRs) which should include your response to feedback and have been published

You select which TERs and USRs to submit – see eVALUate website for how to interpret response rates

These reports will not be accepted: Full Unit Reports (FURs) – if submitted, these will be deleted from your application



Submitting your applicationFollow the timelines to meet deadlines

Timelines are shown in the round-specific Guidelines and on the Academic Promotions website Due dates are also shown on the forms

By closing date: Zip application and email to Academic Promotions Unit Do not .pdf documents into a single document Send assessor report form and documentation to assessors (and Dean/s where appropriate)

Applications will not be considered by the Committee if they are late, incomplete or do not conform to the application requirements



Assessors

Assessors independently assess the quality of your work Pro Vice-Chancellor and Head of School assess all

applications If you have more than 1 position, you will need HOS/PVC reports for each position If you work in an area outside a Faculty, your Deputy Vice-Chancellor will need to provide an assessor report

Applicant-nominated assessors You select 1 – 3 applicant-nominated assessors Each criterion must be assessed by at least 1 applicant-nominated assessor Applicant-nominated assessors can assess 1 or more criteria



Faculty-nominated assessors Level E only

When you address Teaching & Learning or Research at level above, you will need Faculty-nominated assessors

If addressing Teaching & Learning at level above, contact your Dean Teaching & Learning who will nominate 2 external assessors If addressing Research at level above, contact your Dean Research who will nominate 2 external assessors Deans submit Faculty-nominated assessor details to Academic Promotions Unit in confidence Academic Promotions Unit contacts Faculty-nominated assessors Faculty-nominated assessors submit their reports directly to Academic Promotions Unit in confidence



Choosing and contacting applicant-nominated assessors

Choose your applicant-nominated assessors carefully You should ensure the assessors you choose know you and/or your work; and Are of a calibre or standing that will convince the Committee that they have the appropriate expertise/knowledge/experience to provide a useful independent assessment You will also need to consider whether to choose an assessor who is internal or external to the University

Ensure your assessors are able to provide their report to the Academic Promotions Unit by the due date

Provide your assessors with: A copy of your application together with the assessor report form by the date specified for that round Any evidence they will need to make their assessment e.g. course materials, research papers, awards, evaluations



Submission of assessor reports Applicant-nominated assessor reports

These are submitted directly to the Academic Promotions Unit in confidence The Unit will advise you by email when each report is received You are responsible for ensuring all your applicant-nominated reports are submitted to the Unit by the date specified for that round

PVC and HOS assessor reports PVC and HOS assessor reports are submitted directly to the Unit The Unit forwards them to you for an optional response Your response must be submitted to the Unit by the specified date



Interim stages Applications are checked to ensure:

Qualification requirement is met Teaching & Learning or Research is addressed at current level and level above Application is complete Application only contains material which conforms to the Guidelines Each criterion is addressed by at least 1 applicant-nominated assessor

You need to be contactable After submission of your application, you will need to be available to be contacted by the Academic Promotions Unit and/or the Office of Research and Development for preparation of your research report



Research report

The Office of Research & Development (ORD) provides verified information for each applicant on:

Four years of RPI data by category for RPI rounds that have been completed (i.e. finalised awards post-appeal)

Research publication list and summary (by category) of VERIFIED publications on SCRIPT

Successful grants on SCRIPT Research Projects in which the applicant is a named investigator



Research activity – the complete picture To ensure an accurate research report, it is your

responsibility to ensure: The information you have entered on SCRIPT is correct

Your activity within the SCRIPT system is up to date

All evidentiary material is attached or supplied to ORD by the closing date for applications

The Committee will also consider the additional research and scholarship information in your:

Application

Assessor reports



Final stages University Academic Promotions Committee meets to assess applications Vice-Chancellor is notified of Committee’s recommendations for approval All Applicants, their PVC/HOS and Remuneration are notified of the outcome Unsuccessful applicants and their PVC and HOS are provided with feedback

on: Strengths Weaknesses Improvements required

Effective promotion dates for successful applicants: Round 1: 1 August of current year Round 2: 1 January of following year



Top tips Read all the information on the Academic Promotions website including

the Guidelines and the information on addressing promotion criteria

Use the round-specific Guidelines and forms

Check details e.g. specify criteria at the correct levels on both the front page of application and the statements against criteria

Remember to sign and date forms

Ask Head of School for HOS assessor report (not Head of Department)

Do not submit eVALUate Full Unit Reports (FURs)

Make sure all 3 criteria are covered by at least 1 applicant-nominated assessor and ensure these reports are submitted on time

Contact the Academic Promotions Unit if you have a query



Promotion criteria Excellence in Teaching and Learning as applied to duties of

the appropriate level

High quality outcomes appropriate to the discipline in Research/Creative Works as applied to duties of the appropriate level

Leadership that impacts positively on Curtin’s strategic directions as applied to duties of the appropriate level

Demonstrated excellence in Service in line with Curtin’s strategic directions as applied to duties of the appropriate level



Teaching & Learning criterion

Excellence in Teaching and Learning as applied to duties of the appropriate level

Level Types of teaching duties may include:

E Distinguished scholarship and contribution in teaching and learning at all levels, nationally or internationally. Leadership in maintenance of academic standards AND

D Development of curriculum / programs of study. Significant scholarship in teaching and learning locally or nationally AND

C Course / year / program co-ordination. Scholarship in teaching and learning AND

B Undergraduate and postgraduate unit co-ordination. Postgraduate lecturing, tutoring, demonstrating, clinical supervision, fieldwork and associated activities AND

A Undergraduate lecturing, tutoring, demonstrating, clinical supervision, fieldwork and associated activities.



Scholarship in Teaching

All applicants addressing the Teaching and Learning criterion are expected to:

Be engaged in scholarship in teaching and learning; and Demonstrate evidence of external critical evaluation of work and/or peer review e.g. publications, competitive grants and awards

Scholarship or Research? It is important to distinguish between research into and publications on teaching and learning at tertiary level (scholarship), and research into and publications on other areas of teaching e.g. secondary school teaching (research)



Concepts underlying promotion

Scope of Influence and Responsibility

A

B

E

D

C

Outputs

Outputs

Outputs

Outputs

Outputs

Quality&

Impact

High Levels of Performance

Reputation&

Recognition

Tutorials

Demonstrating

Unit Co-ordination

PG

UG

Program Co-ordinationSoTL

New curriculumSignificant SoTL

National, international T&L influence Distinguished

SoTL


Glassick et al (1997, 36): 6 standards common to all Boyer’s scholarships


Clear goals - important questions identified Adequate preparation - build on existing scholarship, with

skills and resource to advance project Appropriate methods = methodology and preparedness to

modify as necessary Significant results – will it make a contribution to the field

and identify new equations for exploration Effective presentation – making it public and available for

critique Reflective critique - is the work critically evaluated?


Scholarship in teaching and learning


Intellectual works, the significance of which is validated by peers and which is communicated

Principle of peer review and recognition becomes increasingly important as the academic progresses through the ranks

Scholarship emphasizes project-oriented behaviour that results in a measurable outcome or product

Publication, written report, manual, text book, refereed conference paper


The Scholarly teacher


Reflects upon his/her teaching experience Develops theories about what works best Puts these theories into action to generate new

experiences from which to learn Shares these outcomes with colleagues through peer

review Thus builds scholarly knowledge about teaching practice


Core components of scholarship


Should be public

Open to critical review and evaluation

Accessible for exchange and use by other members of one’s scholarly community


Some Types of SoTL


Reports on particular teaching episodes (methodical case studies of what worked well or before and after studies)

Reflections of years of teaching experience informed by other SoTL Larger comparisons of units/courses and student change over time Summaries and meta-analyses of sets of prior studies Studies to investigate aspects of teaching (TRN, FYE, Grad Apps,

blended learning, assessment) Different perspectives: e.g. interdisciplinary learning, technology

based enquiry, meta theory related e.g. situational learning, authentic learning, WIL

See SoTL Tutorial http://www.issotl.org/tutorial/sotltutorial/home/html


Criteria by which to assess scholarly work


Exhibit a high level of discipline-related expertise

Be innovative

Able to be replicated

Elaborated

Documented

Peer-reviewed

Of significance


Useful websites


International Society for the Scholarship of Teaching and Learning http://www.issotl.org/index.html

International Journal for the Scholarship of Teaching and Learning http://academics.georgiasouthern.edu/ijsotl/

CASTL (Carnegie Academy for the Scholarship of Teaching and Learning)

http://www.carnegiefoundation.org/programs/index.asp?key=21

The Australian Scholarship in Teaching Project http://www.clt.uts.edu.au/Scholarship/Home Page.html


Research/Creative Works criterion

High quality outcomes appropriate to the discipline in Research/Creative Works as applied to duties of the appropriate level

Level Types of Research/Creative Works duties may include:

E Responsible for research / creative works of a recognised international calibre / a leading authority. Fostering research / creative work of others AND

D Responsible for research / creative works of a recognised national calibre AND

C Supervision of Hons, Masters & PhD research projects AND

B Conducting research / creative works

A Conducting research / creative works



Leadership criterion

Leadership that impacts positively on Curtin’s strategic directions as applied to duties of the appropriate level

Level Types of duties involving Leadership may include:

E Management/leadership of a large organisational unit, a university wide initiative, policy development, community affairs, excellence in teaching / research; international recognition, capacity building AND

D Management/leadership of an organisational unit, a large team, a Faculty (Division) wide initiative; Mentoring of colleagues AND

C Management/leadership of a team, a school wide initiative, a course, a year group; Mentoring of students AND

B Management/leadership of teaching units, sessional staff AND

A Development of own teaching / research / professional expertise / creative works



Service criterion

Demonstrated excellence in Service in line with Curtin’s strategic directions as applied to duties of the appropriate level

Level Types of duties involving Service may include:

E Significant service to both the University and the community AND

D Significant service to the University, profession, discipline AND

C Service to the profession, the Faculty AND

B Service to the academic unit and its functioning AND

A Service to own areas of teaching / research



Addressing the promotion criteria

Some duties may be relevant to more than one criterion

You may use different aspects of a duty in different criteria

You cannot use the same activity as evidence in more than one criterion



Demonstrating excellence in duties of current level and satisfactory performance in duties of level above

See the Academic Promotions website at http://hr.curtin.edu.au/academic_promotion.cfm for:

Academic Promotions Guidelines Documents on addressing the promotion criteria Links to:

Curtin Expectations for Academic Performance (CEAP) which includes RPI tables which indicate typical research performance of the Faculties

eVALUate website which includes information on interpreting result rates, and Faculty and University eVALUate results

University and Faculty plans



Statements against the promotion criteria

In your statements: Be clear and concise Focus on your achievements, contributions, outcomes and

outputs Provide evidence for your claims Note whether achievements are at Area/School/Faculty/

University/State/National/International level Separate evidence for excellence in duties of current level

from evidence for satisfactory performance in duties of level above where possible



Useful contactsAcademic Promotions UnitEmail: [email protected] Phone: 9266 4318

ORD Research reportDr Melinda Thompson, Manager Research Operations, Office of Research & DevelopmentEmail: [email protected] Phone: 9266 7112

SCRIPTOffice of Research and DevelopmentEmail: http://research.curtin.edu.au/guides/script.cfm

eVALUateBeatrice Tucker, Manager Evaluation, Office of Teaching and LearningEmail: [email protected] Phone: 9266 1092

EEOAmanda Willis, Director Corporate Values and EquityEmail: [email protected] Phone: 9266 2772
