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July 2014 



PREAMBLE: This section was introduced to the Handbook July 1998 as section B of 1565.  For better ease of access it was made its own section in January 2008.  In January 2010 this section was revised to reflect changes in the faculty position description and evaluation forms that simplified the forms while better integrating faculty interdisciplinary activities into the evaluation process and a new section C was added. In July 2014 changes were made to clarify that external reviews are not required of all faculty and ensure that tenure-track faculty review course material taught by non-tenure track faculty. More information may be obtained from the Provostís Office (208-885-6448). [rev. 1-10, 7-14]




A.    Introduction

B.    Professional Portfolio for Third-Year Review, Tenure, and/or Promotion

C.    Academic Unit Context Statement


A. INTRODUCTION. Evidence of effective teaching, scholarship and creative activities, outreach and extension, and organizational leadership (FSH 1565 C) is to be provided in a professional portfolio submitted by the faculty member for the third year review (FSH 1565 G-4) and when under consideration for tenure and promotion. The professional portfolio should be designed to complement the faculty memberís current curriculum vitae and position descriptions.  For evaluative purposes, faculty members may also submit a portfolio on an annual basis. The professional portfolio should address all aspects of the faculty memberís responsibilities as defined in their position description (FSH 3050). The preparation of a portfolio encourages oneís growth and development in all relevant areas. Through the collection and organization of a variety of materials in combination with self-reflection, one gains an overview of oneís responsibilities as a member of the academic community. An individual faculty member understands best what he or she does and the portfolio explains the nature of the faculty memberís activities so that others will understand them fully for purposes of assessment. The format and method of presentation of the professional portfolio is a matter of faculty choice, samples are available on the Provost website. [ren. 7-00, ed. 1-08, rev. 1-10, 7-14]


B. PROFESSIONAL PORTFOLIO FOR THIRD-YEAR REVIEW, TENURE, AND/OR PROMOTION. Diversity rather than uniformity is encouraged since the portfolio serves to reflect the academic discipline and position description of each faculty member - the context within which each faculty member does his/her job. Following are the minimum requirements for the contents of a professional portfolio. The faculty member may provide additional material that offers further insight into his/her responsibilities and accomplishments. (The portfolio that is forwarded for tenure and/or promotion is limited to twelve pages.  At the candidateís discretion, additional material may be prepared and made available to all who are evaluating his/her suitability for tenure and/or promotion.  This additional material, if any, is available for review in the departmental office, but is not forwarded with the packet.) [ed. and ren. 7-00, ed. 1-08, rev. 1-10]


B-1.    Personal Context Statement describing the faculty memberís scholarly responsibilities within his or her academic unit.  The personal context statement is written by the faculty member (limited to two pages) and reviewed by the relevant unit/college/center administrators.  The statement may include expectations placed on a faculty member by interdisciplinary programs or research centers, the requirements of joint appointments or other special circumstances. [rev. 1-10]


B-2.    Personal Philosophy Statement regarding the faculty memberís professional activities relevant to his/her position description.


B-3.    Evidence not included in the curriculum vitae (as appropriate to the position description) of the faculty memberís productivity, scholarly ability, and student success.


B-4.    Evidence of professional growth in the faculty memberís areas of responsibility.


B-5.  In the case of instructional or extension faculty, evidence of evaluation of course/extension material content by tenure track faculty.  [add. 7-14]



C-1.  An Academic Unit Context Statement is included in the package of materials sent to external peer reviewers, when applicable, (see FSH 3520 G-5 b and 3560 E-3).  It is intended to inform reviewers about the academic environment at the University of Idaho so that reviewers may consider the similarities and differences between their own academic units and that of the candidate for tenure or promotion. The Academic Unit Context Statement shall be developed and approved by the faculty of the academic unit and reviewed regularly for accuracy.  Each faculty member may clarify their unique responsibilities within their Personal Context Statement (see B-1 above). [rev. 7-14]


C-2.  The Academic Unit Context Statement is included with other materials used in the review process at levels beyond the unit, but is distinct from the Personal Context Statement described in B above.


C-3.  The Academic Unit Context Statement describes relevant features of the university, college and academic unit.  The context statement should cover the following areas:  


a.    The usual allocation of effort as described in the position descriptions of faculty in the academic unit.

b.    A description of the annual review process and annual performance criteria.

c.     Unit/College criteria for promotion and tenure.

d.    Resources available to support scholarly activity such as travel, teaching assistants, etc.

e.     Other information deemed useful to those outside the academic unit.


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