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Promotion, Tenure, and Advancement through the Lens of 2020: Proceedings of a Workshopin Brief
Pages 1-12

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From page 1...
... Colleges and universities have been forced to address issues related to productivity, teaching, student learning, mentoring, service, and innovative research in the context of remote or hybrid work -- all amplified by the increased attention to and discussion of systemic racism, widespread economic hardships, and extreme environmental events. To help leaders of higher education understand how one particular issue -- the current faculty reward, advancement, and hiring system -- has changed and continues to change in response to several of the events of 2020, the National Academies of Sciences, Engineering, and Medicine (National Academies)
From page 2...
... The pandemic in particular affected faculty in multiple ways: balancing parenting and work demands, dealing with increasing calls from leadership to pursue pandemic-related research, managing additional committee work to address the issues the events of 2020 raised, deciding whether to pause the tenure clock, and others. Prior to 2020, leadership in academia was largely transparent because faculty, in general, had similar institutional information as leadership regarding budgetary ebbs and flows and the decision-making process, according to Johnson.
From page 3...
... By this definition, contingent faculty are minoritized faculty.6 Morgan and López based their idea of academic culture on William Tierney's work showing that an organization's culture is reflected in what is done, how it is done, and who participates in doing it.7 They focused on interpersonal connections -- between faculty and students, colleagues, administrators, staff members, and the scholarly community -- and the collective social agreements regarding how faculty relate to the profession broadly and campuses specifically. One form of relationship building occurs via mentoring, which often occurs only for early-career faculty and not for non-tenure-track faculty (NTTF)
From page 4...
... Morgan and López made several recommendations. They suggested that institutional leaders should lead institution-wide conversations about digital divides and that academic organizations should provide ongoing professional development and resource support for analog faculty that maintain dignity and highlight meaningful ways for contingent faculty to engage with the institution in both remote and in-person settings.
From page 5...
... Prior to the pandemic, some institutions required search committees to develop an intentional diversity recruitment plan that details how the committee would conduct its search based on principles of DEI. Each plan includes a review of the state of DEI in the specific academic discipline; search committee composition and justification; the specific, active recruitment strategy for reaching a diverse talent pool; draft job advertisements that are inclusive and welcoming in tone and language; and the initial evaluation and interview strategy.
From page 6...
... She advised search committees to incorporate discussions of how they will mitigate the impact of COVID-19 in the search plans. For example, they might host online webinars for applicants, develop evaluation criteria that account for how COVID-19 might have reduced productivity, institute flexibility in scheduling interviews and provide candidates with information about how the institution is supporting faculty through the disruptions, and create individualized mentoring plans that consider the needs and circumstances of the new hires.
From page 7...
... These included: using a data-driven assessment of problems revealed by exit interviews or when someone declined an offer to create and implement future faculty support systems; using the third-year review to modify a faculty member's experience to be successful going forward; and automatically implementing tenure clock extensions, with an option to opt out rather than opt in, for events that fall under the Family and Medical Leave Act of 1993. Institutions should embrace on-campus affinity groups and networks as support systems for faculty success; sources of fellowship, award, and leadership nominations; and as a means for leadership to get feedback about institutional challenges to inclusion, continued Thomas.
From page 8...
... WORKSHOP 3: THE NEXT NORMAL FOR ADVANCEMENT OF TENURE AND NONTENURE-TRACK FACULTY In context-setting remarks, Kumar noted that most college and university leaders come from the ranks of tenured faculty and asked, "If we systematically exclude minorities faculty from the opportunity to achieve tenure, then how can the upper echelons of academic leadership ever be equitable? "14 Regarding career advancement, Kumar raised three factors for consideration: (1)
From page 9...
... Buchanan explained that epistemic exclusion is a type of scholarly devaluation that scholars of color or from marginalized groups, including women, experience more often and that it is rooted in a set of invisible biases built into formal systems of evaluation and reflected in informal faculty interactions. Two types of bias shape epistemic exclusion: disciplinary bias -- disciplinary norms that determine which qualities contribute to research being defined as rigorous research or good scholarship -- and identity-based bias, which holds that a researcher's identity, experiences, and beliefs are not relevant to the scientific process.
From page 10...
... Greater employment stability has resulted, in part, from the increase of faculty unions; the collective bargaining agreement negotiated by the California Faculty Association includes both multiyear contracts and employment guarantees for NTTF, along with guaranteed priority hiring for adjuncts who teach for more than two consecutive semesters. Another promising practice allows NTTF to participate in professional development activities, such as learning communities, faculty mentoring, and teaching workshops.
From page 11...
... workforce more in addressing issues of DEI to reflect that this workforce is more diverse and growing faster than the academic workforce as a whole. In her closing remarks Kimberly Griffin, University of Maryland, College Park, and planning committee member, noted that the traumas of the past 18 months have created an opportunity for learning and growth.
From page 12...
... Burgman, Western Interstate Commission for Higher Education; Annmarie Caño, Gonzaga University; Maureen T Connelly, Kaiser Permanente School of Medicine; Kimberly Griffin, University of Maryland, College Park; Robert Martello, Olin College of Engineering; Julie Risien, Oregon State University; and William B


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