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Penn State University Libraries

Policies and Guidelines

HUMAN RESOURCES

Guideline UL-HRG12 SUPPLEMENTAL SUPPORT MATERIALS ACCOMPANYING DOSSIERS

Contents:

  • Purpose
  • Research
  • Credit Teaching
  • . . . . Peer Evaluations
  • . . . . Student Evaluations
  • . . . . Other Documentation
  • Course-Related Instruction
  • . . . . Peer Evaluations
  • . . . . Student Evaluations
  • . . . . Other Documentation
  • Teaching Portfolios
  • Tips for Supplemental Files

PURPOSE:

The dossier is the fundamental document for promotion and tenure reviews of University Libraries’ faculty.  Candidates for promotion or tenure may submit supplemental support materials to amplify specific components of the dossier.  If the supporting documents are available via the Internet, candidates should cite them with their URLs in the dossier rather than include printouts of the documents in a supplemental file.  Candidates who would like to include in a supplemental file a type of document not described below should consult with their department head or associate dean, who will explore with the candidates the best options for documenting their contributions.

RESEARCH:

The candidate may provide a copy of a representative selection of works cited in the research section of the dossier, for the convenience of the reviewers.  Supplemental materials may include:

  • publications, such as books, chapters, and articles, and manuscripts accepted for publication;
  • published reviews of the candidate’s work, e.g. book reviews; and
  • papers presented at professional or scholarly conferences, and papers accepted for presentation at forthcoming conferences.

It is the responsibility of the candidate to supply these supplemental materials to the Dean’s office.  Web-based resources should be cited with URL in the dossier rather than printed out and included in a supplemental file.  Candidates for tenure or promotion to Associate Librarian are encouraged to provide a representative collection of materials.  Candidates for promotion to Librarian who have a substantial record of publication should be selective in their provision of materials, emphasizing those most important and recent.

CREDIT TEACHING:

Peer Evaluations:

Letters of Peer Review of Credit Teaching are filed in the dossier under the fifth bullet on the Scholarship of Teaching and Learning divider sheet (“Faculty input”) and are not included in a supplemental file.

Student Evaluations:

Student evaluations of credit teaching are standardized university-wide via the SRTE.  The SRTE summary is filed in the dossier under the fourth bullet on the Scholarship of Teaching and Learning divider sheet (“Concise compilation of results of student evaluation”) rather than in a supplemental file.  If the candidate chooses to solicit additional student comments via forms other than the SRTE (such as questionnaires that allow students to answer open-ended questions), the completed student forms are delivered by a third party to an administrator (either the Head of Library Learning Services or the candidate’s unit head or associate dean) and that administrator reviews and summarizes the student comments.  The administrator’s tally/summary of the student comments is filed in the dossier under the fourth bullet on the divider sheet and is not included in a supplemental file.

Other Documentation:

Related materials appropriate for inclusion in a supplemental file include syllabi, selected assignments, and selected examples of handouts used in credit teaching.  Materials not appropriate for inclusion in a supplemental file include packets of individual student feedback forms or samples from such packets, and communications to the candidate (paper letters or email) from other faculty or from students.  Rather, informal correspondence containing evaluative statements about the candidate’s teaching, received by the candidate from other faculty or from students, should be forwarded to an administrator (either the Head of Library Learning Services or the candidate’s unit head or associate dean), who summarizes the comments and files the summary in the dossier under the sixth bullet on the divider sheet (“statements from administrators which attest to the candidate’s teaching effectiveness”).  Printouts of Web pages, including course Web guides and other teaching materials available on the Web, are not included in a supplemental file; rather, these materials are cited with their URLs under the tenth bullet on the Scholarship of Teaching and Learning divider sheet (“Teaching materials available as supplementary materials”).

COURSE-RELATED INSTRUCTION:

Peer Evaluations:

The unit head’s letter of summary evaluation, filed under The Scholarship of Librarianship in the dossier, incorporates information from peer evaluations of course-related instruction.  However, the candidate may also choose to include the peer evaluation letters in the supplemental file.

Student Evaluations:

The unit head’s letter of summary evaluation, filed under The Scholarship of Librarianship in the dossier, incorporates information from student evaluations if the candidate chooses to solicit and report student feedback.  The students’ responses are tallied and summarized by an administrator (the Head of Library Learning Services or the candidate’s unit head or associate dean).  Results from the Library Learning Services online questionnaire are automatically summarized and are accessible online to the candidate and the Head of Library Learning Services.  Results from other questionnaires (print or online) are delivered to the appropriate administrator for tally and summarization.  Although the letter of summary evaluation incorporates information from this summary, the candidate may also choose to include the administrator’s summary of student evaluations in the supplemental file.  Packets of individual student feedback forms or samples from such packets are not appropriate for inclusion in the supplemental file.

Other Documentation:

Related materials appropriate for inclusion in the supplemental file include selected examples of handouts used in course-related instruction, and selected assignments developed with or on behalf of a course instructor for a course-related session.  Materials not appropriate for inclusion in the supplemental file include communications to the candidate (paper letters or email) from other faculty or from students.  Rather, informal correspondence containing evaluative statements about the candidate’s teaching, received by the candidate from other faculty or from students, should be forwarded to the unit head, who incorporates the comments in the letter of summary evaluation.  Rather than including printouts of Web guides in the supplemental file, supply the URLs in the dossier proper.

TEACHING PORTFOLIOS:

Candidates may choose to submit a teaching portfolio as part of a supplemental file.  In addition to supplemental documents described above, the teaching portfolio may include a statement of teaching philosophy and possibly other materials in consultation with the Head of Library Learning Services.  However, the teaching portfolio should not include documents listed above as inappropriate for inclusion in a supplemental file.

TIPS FOR SUPPLEMENTAL FILES:

DO:

  • include in a supplemental file a representative sample of your publications and presentations.
  • cite in the dossier documents you authored that are available on the Web, including their URLs.
  • forward to the Head of Library Learning Services or your unit head or associate dean communications you receive from faculty or students that contain evaluative statements about your teaching.

DON’T include in a supplemental file:

  • printouts from the Web.
  • packets of individual student evaluations of your credit teaching or course-related instruction, or samples from such packets.
  • communications you have received (such as letters and email messages) from faculty or students.

OPTIONAL:

  • Include in a supplemental file
    • peer evaluations of your course-related instruction.
    • examples of handouts or assignments you developed for course-related instruction.
    • syllabi, selected assignments, and selected examples of handouts developed for credit courses you have taught.
  • If you solicit student evaluations of your course-related instruction and seek an administrator’s assistance in summarizing and reporting the evaluations, it is optional to include the administrator’s summary in a supplemental file.

Effective Date: July 2005
Date Approved: March 2005 (Dean)

Revision History (and effective dates):

  • August 2007 -- Revised; Instructional Programs changed to Library Learning Services
  • July 1, 2005 -- New guideline

Last Review Date:  November 2009