June 22, 2003
June 22, 2003
June 25, 2003
8.956.1 - 8.956.4
Proper Documentation of Collaborative Efforts for the Retention, Tenure, and Promotion Process D. W. Parent, EE Department, San Jose State University, San Jose CA 95192-0084, email firstname.lastname@example.org, PH 408.924.3863, FX 408.924.3925
There exists a need for junior faculty to clearly document their collaborative efforts with other faculty members and industrial partners in order demonstrate a high level of scholarly activity to a Retention, Tenure and Promotion committee. This paper will present types of documentation that should aid junior faculty in attaining tenure and promotion.
In order to provide a realistic engineering experience to electrical engineering students studying VLSI design and fabrication, two things are needed: outside support (in the form of NSF grants and industrial gifts/donations and collaborative effort to design curriculum. 1,2,3 Some level of industrial support is helpful to purchase equipment or software to actually run a lab. NSF funds can be used for curriculum development and equipment purchases4 however, NSF proposals that have industrial support are stronger proposals, and thus stand a greater chance of being funded. In addition, proposals (NSF and industrial) that are team based are also considered stronger because the impact will be greater. Equipment donations are not enough to build realistic curriculum. Equipment that is donated in a “dump-and-run” fashion tends to not be used. Manuals for CAD software or test equipment can sometimes be too complex for a student to understand and need to be augmented by faculty. Writing tutorials of this nature is very time intensive; splitting up the work among collaborating faculty can ease this burden.
Even though industrial support and collaborative effort greatly facilitate the ability to develop and maintain VLSI design and fabrication curriculum, many tenure and promotion processes tend to emphasize scholarly activity in the form of publications and grant dollars over teaching activities5 (such as lab development).
Another problem is some tenure and promotion committees tend to “bean count” first author publications even though some have recognized that this can lead to faculty not collaborating.6 (Meaning: It is easier to determine if a faculty can publish on his or her own if the publications are all single, or first author publications.) It is also true that some faculty have trouble evaluating group effort.3 Even though most authors would like to see this changed, 5,6,7 the reality is that you have to prepare your dossier for a worst case situation.
Parent, D. (2003, June), Proper Documentation Of Collaborative Efforts For The Retention, Tenure, And Promotion Process Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11867
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