- Section 1: Curriculum Vitae
- Section 2: Personal Statement
- Appendix I: Components of the Teaching Narrative
- Appendix II: Documentary Evidence for Teaching
Office of the Provost
- Academic Personnel Procedures Handbook > Academic Personnel Review Process > C. Review for Reappointment, Promotion, and Conferral of Permanent Tenure
(see: The Review File > Dossier)
The dossier is the candidate’s compilation of his or her professional activities that will form the basis for review. The candidate is responsible for providing a full and accurate accounting of the activities to be evaluated. These guidelines are intended to provide an organizational framework for completing the reappointment, promotion or tenure dossier. The purpose for systematizing the RPT dossier is to provide clear guidance to the faculty member for what needs to be included and what can be left out, so that the faculty member can efficiently compile the material in a reasonable amount of time. In addition, the narrative and its appendices can then be easily read by a reviewer.
The completed dossier will contain the following materials:
- Curriculum Vitae
- Personal Statement
- Evidence to support contributions for the following:
-Research/Creative Activity– all relevant articles, books, book contracts, grant reviews, etc.
-Teaching—course evaluations, syllabi, peer reviews, etc.
-Leadership/Service—appointment letters, etc. This section will usually contain fewer documents than previous sections.
- Letter from a secondary unit.
If the faculty member has provided significant service and/or teaching to a secondary unit, he/she has the opportunity to include a letter from the secondary unit head in the file. This letter should be in the file at the start of the review process.
- Five-year plan (not required for reappointments)
Section 1: Curriculum Vitae
The curriculum vitae (CV) is a detailed synopsis of your background, skills and contributions to scholarship or discovery, teaching and professional service/leadership. The CV should be dated and paginated.
The following is a list of the components expected in the CV for the RPT dossier.
A. Name and Contact Information
B. Education and Degrees (with dates)
Please identify the field in which the Ph.D. has been earned (for example, Geology, American Studies, etc.)
C. Academic Positions Held
List each separately with dates.
D. Research, Community Engaged Scholarship, Creative Activity Articles, book chapters, books/monographs, creative activities, papers at research conferences, and research reports/proceedings should be listed separately. Refereed articles must be identified. Standard citation format must be used, showing all authors in the order in which they appear in publication. It may be helpful to bold your name. The basis for sequencing multiple authors can be explained if needed. List most recent publications first, including page numbers.
For manuscripts that are in press, the acceptance letter must be included as an attachment to the personnel material.
Works in progress. This is an optional section,” to note progress toward publication. Identify whether the manuscript is in preparation or under review; if an editor has requested revisions for resubmission, indicate whether the revisions have been completed. If the CV does not include this section, the faculty member should provide a discussion of ongoing and future work in the personal statement (see below).
Evidence of Community Engaged Scholarship. Community-Engaged Scholarship is the pursuit and creation of new knowledge within the context of solving community issues and needs. The intent is not to replace other forms of scholarship but rather to expand the way scholarship is viewed within the college. To qualify as scholarship, the activities should include specific components such as clear goals, appropriate methods, reflective critique, rigor, and peer review.
List of grants obtained. University, national, and other types of grants should be listed separately. Information should include the title of the grant, the funding agency, the time period, the dollar amount, and the role of the candidate (e.g., PI, Co-PI, other).
E. Teaching and Instructional Activities
Information should be formatted in a way that most appropriately reflects the teaching areas and specialties. Common strategies include a listing of courses taught, teaching specialties, workshops and students (undergraduate as well as graduate) for whom you have served as dissertation or thesis advisor (indicate chair or committee member). Include honors theses in the list, and divide the list between those students who have finished and those who are still in progress. Please see the attached appendix for a fuller discussion of how to discuss teaching contributions.
Please attach to the personal narrative a list of course titles and numbers, credit hours and enrollments with brief elaboration of responsibilities if necessary. Identify new courses taught and or use of new technologies or new methodologies.
F. Professional Service/Leadership
For major service and leadership contributions, include a short description, your specific role, and the duration of the service/leadership role. Indicate what percent (if any) of the project was paid consulting.
Show service/leadership in the following areas:
- Public Service/ Leadership. Information should include name of the organization for whom service was provided and full citations for any written or creative products and where they can be obtained.
- University, College, and Department/School Professional Service/Leadership. This should include a list of committees or task forces on which you have served, your role on the committee, a one-sentence description of the committee’s responsibilities (if this is not evident from the name of the committee), and citations for any major written reports from the committee/task force.
- Professional Service/Leadership (academic and non-academic). Cite speeches given at professional meetings, membership on committees of professional societies, offices in professional organizations during the evaluation period.
G. Recognition and Awards
Cite awards or recognitions, and include the name of the award, the organization that determines the award, and the date the award was received.
H. Professional Memberships
Include academic as well as community memberships.
Section 2: Personal Statement
The personal statement is the faculty member’s opportunity to put into context his or her scholarly/creative work, teaching and service contributions. The personal statement thus addresses all three of these areas. Please be aware that the level of achievement reflected in the narrative of each section will depend on the level of RPT review. Therefore, it is expected that there will be variations in the components and documentation, reflecting the different stages of an academic career.
The narrative is a coherent document, with an organizing thesis, much like any scholarly paper. To this end, each section is part of a whole and evidence must be provided for the assertion in the narrative. In order to be useful in the context of RPT review, the narrative should be as concise as possible. In total the narrative should not be more than 8 pages in length. Please use 12 pt. font; the narrative can be single-spaced, but with at least one-inch margins.
The personal statement should be paginated; the name of the faculty member should be on each page.
Scholarship or Discovery Contributions
This section provides a context for the faculty member’s research, community engaged scholarship, or creative work within the discipline. It should also explain how individual contributions fit into the faculty member’s overall scholarship plan. It is important also to put this work into the context of future directions. Supporting evidence must be cited in the personal statement and accessible to the reviewers on the erpt website. Items that do not directly support statements in the narrative itself should not be included on the website. Make sure to identify in the text the corresponding document and label all pieces of evidence with identifiers.
This is a reflective narrative that provides the reader with specific examples of the writer’s teaching effectiveness and directs reviewers to the supporting material evidence on the erpt website. This document is not intended to list everything the faculty member has done but instead to give a holistic and full picture of the faculty member in the role of teacher. Many faculty have asked for more guidance on the preparation of this section of the personal statement. In response, the guidelines have been expanded and are listed in the Appendix I section at the end of this document.
Items that must be included in the appendix are the following:
- Student evaluations
- Peer review report(s)
Professional Service/Leadership Contributions
The last section of the personal statement should detail the faculty member’s contributions in professional service. This should be written as a narrative that describes the contributions and puts them into the context of the faculty member’s role both in specific arenas (i.e. department/institution/national organization) and more globally. As with previous sections the appendices should contain supporting evidence. Items that to do not directly support statements in the narrative itself should not be included. Make sure to identify in the text the corresponding evidence on the erpt website and label all appendices with identifiers.
Please note that each section description is followed by multiple questions. These are intended for use as a starting point, if needed, when considering how to begin. They are not, however, intended as a list of questions that must be addressed nor should the statement be limited by these questions.
Appendix I: Components of the Teaching Narrative
The organizational framework provided is divided into 5 sections. The final product must include information addressing the different components but individual sections with headings are not necessary.
1. Teaching Goals or Philosophy Statement
Statement of overall teaching goals or philosophy (i.e., guiding principles, rationale, “how I teach / why I teach the way I do,” etc.)
- What core beliefs (i.e. attitudes; concerns; values; principles) about teaching and learning guide you?
- Have your core beliefs developed from your experiences as a student; the challenges you’ve faced as a teacher; your understanding of pedagogical literature; something else?
- How are these core beliefs reflected in your teaching?
- What goals do you have for student learning? How do you help students reach those goals?
- Have you linked general statements you’ve made about teaching to the specifics of your teaching? Have you linked specific details about your teaching to a broader overview?
2. Teaching Strategy/Strengths/Development
The purpose of this component is to describe a specific teaching challenge or approach undertaken by the faculty member during the relevant time period (i.e. from appointment to end of 5th year if up for promotion and tenure) to illustrate the teaching strategy. Discussion should include outcomes of the undertaking.
3. Student and Peer Evaluations
The purpose of this component is to describe and document teaching effectiveness as demonstrated by trends of the evaluations as well as the identified strengths and challenges. This section should be subdivided into 2 parts:
- Student Evaluations
- Peer Evaluations
- What are the trends in evaluations?
- What circumstances might help to explain changes or uneven distribution across courses i.e. new teaching techniques; an elective becoming a required course; a “gateway” course that is particularly difficult for students?
- If information about evaluations received by other instructors teaching the same course is made available to faculty: how do your evaluations compare to those received by other instructors teaching the same course?
- What suggestions from students and colleagues have you addressed or not addressed and why?
- Are there important aspects of teaching and learning that haven’t been addressed in formal evaluations? Can you use alternative evaluation instruments to supplement the formal evaluation materials (e.g., midterm evaluations, additional questions posed to students, interviews – by a neutral colleague – of students?)
4. Future Directions / Goals for Teaching
The purpose of this component is to describe short and long term plans for ongoing development and future directions.
- What specific goals (short and long-term) have you set for your teaching?
- On what strengths would you like to build?
- Where are your “cutting edges” – what would you hope to explore / refine / expand / improve?
- What steps can you take to further develop your teaching? Your courses? Improve student learning?
- Are there new teaching strategies that you would like to explore? New course development or revisions? New assessment methods?
5. Teaching Enrichment and Scholarly Activities
The purpose of this component is to describe activities undertaken to enrich and enhance teaching both personally (professional development) and at the institution or the teaching profession in the academy.
- What teaching enrichment workshops (seminars, conferences, symposia, etc.) have you attended during the relevant time period and have you applied these activities to your teaching and to what effect?
- Are there other enrichment activities that have significantly affected your teaching? How?
- Have you engaged in scholarly activities related to teaching (presenting papers, publishing, leading workshops, etc.)? How do these relate to your teaching activities at UNC Charlotte (enhance your teaching, the teaching of your discipline, interdisciplinary teaching or teaching outside the discipline)
Appendix II: Documentary Evidence for Teaching
The following items must be included:
- List of course titles and numbers, credit hours and enrollments with brief elaboration of responsibilities if necessary. Identify new courses taught and or use of new technologies or new methodologies.
- Student evaluations
- Peer review report(s)
Other items that may be included but are not limited to the following:
- List of course materials prepared for students that provide insight into your teaching style. These should be a sample of quality materials rather than a complete catalog of your materials.
- Summary of interactions/research with undergraduate and graduate students outside the classroom that provide context to the individualized instruction in which you participate.
- A selection of student work, i.e. essays, papers, exams, projects, lab reports, publications, etc. from both high and low achieving students with instructor feedback.
- Evidence of effective supervision of theses i.e. numbers of students supervised and number graduating, publications produced from the theses, career choices.
- List of participation in seminars, workshops, research-based readings and professional meetings focused on instruction and learning with a short description of how this information was implemented or influenced the faculty’s teaching.
- Contributions to Scholarship of Teaching, i.e. publications, reviews, textbooks, presentations at local, state or national conferences, grants submitted/pending/funded, etc.
CLAS RPT Documentation Elements of the Candidate Dossier (Revised May 2015) View