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College of Health Sciences
Guidelines for Assembly of Packet for Extended Term and Promotion
Academic Year 2015-2016
PACKET 1 CHECKLIST
Please assemble Packet I materials in check list order. Packet 1 has been pre-constructed with a Table of
Contents and section tabs. DO NOT REARRANGE SECTIONS. NO OTHER TABS SHOULD BE
INCLUDED. Please do not put individual pages in plastic sleeves because this hides the Tabs/Dividers
and makes copying very difficult.
PREFACE (Main Tab)
_____ CHECKLIST
_____ DEPARTMENT EXPECTIONS
_____ OFFER LETTER (Black out salary information. Show start-up funds.)
_____ HISTORY SHEET/REAPPOINTMENT SCHEDULE
ACADEMIC YEAR UNDER REVIEW (Main Tab)
_____JOB DESCRIPTION (All signatures must be included. If multiple job descriptions included,
place in sequential order with current one first.)
 For probationary reviews, all job descriptions covering probationary period to date.
 For extended-term renewal, all job descriptions covering the current extended term.
 For promotions, all job descriptions since previous promotion.
_____ACADEMIC UNIT HEAD / COLLEGE DEAN EVALUATION FORM AND COMMENTS
_____Ratings by Academic Unit Head (Be sure “percentage of effort” is consistent with Job
Description for academic year under review.)
_____ Signature and date of signature by Academic Unit Head
_____ Signature of candidate after recommendation of Academic Unit Head
_____Ratings by College Dean (on same form)
_____ Signature and date of signature by College Dean
_____ Signature of candidate after recommendation of College Dean
_____Written Comments and Recommendation by the College Dean (written after T&P
Committee’s vote)
_____Written Comments and Recommendation by Academic Unit Head (written after Unit vote)
_____COLLEGE TENURE AND PROMOTION COMMITTEE RECOMMENDATIONS
_____Vote tally
_____Written comments justifying votes (typed and sorted by positive and negative votes)
_____DEPARTMENT RECOMMENDATIONS
_____Letter from candidate allowing or restricting vote by untenured faculty
_____Academic unit vote (indicating rank and tenure status of voters)
_____Written comments justifying votes (typed and sorted by positive and negative votes)
_____CANDIDATE’S RESPONSE TO COMMENTS (optional; inserted after viewing comments
from unit and/or college)
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PREVIOUS RECOMMENDATIONS (Main Tab)
_____RESULTS FROM PREVIOUS DECISIONS (Arrange by year with the most recent review first.)
_____Evaluation Sheet (with candidate, Academic Unit Head and College Dean’s signatures)
_____Comments of College Dean
_____Comments of Academic Unit Head
_____College tenure and promotion committee votes and comments
_____Academic unit votes and comments (including letter from candidate)
_____University tenure and promotion committee votes and comments, if applicable
_____Letter from Vice President of Academic Affair’s office
SUPPORTING DOCUMENTS (Main Tab)
_____RESEARCH/PROFESSIONAL DEVELOPMENT SUMMARY
_____CURRENT VITAE (Mini-tab)
 Use UW/CHS standard CV format.
 Do not modify headings.
 Only submit the most recent version of your CV; do not include previous versions.
_____FACULTY ESSAY (see description) (Mini-tab)
This essay is not to exceed 8 doubled spaced pages with 12-point font.
The annual faculty essay should be focused on quality and significance of faculty work based on all
elements of the job description, including teaching, advising, professional development,
professional service, university service, research and/or administrative contributions as appropriate.
The essay should include critical reflection and self-evaluation of the faculty’s work including
rationale for choices the faculty member has made concerning his/her work, the faculty member’s
expectations/goals and the degree to which these were realized, circumstances that supported or
constrained the candidate’s work, important issues around the work of the candidate from his/her
perspective, the significance of the work from the candidate’s perspective, and the integration of
teaching, professional development, professional service and university-related service. The faculty
member should use the faculty essay to address any concerns that had been expressed by the
School/Division or the College from the previous year.
The clearest and most compelling essays incorporate data to show upward trajectories,
support conclusions, and provide evidence that success will continue after the review for
extended term and/or the promotion decision is reached.
_____LIST OF ALL COURSES TAUGHT AT THE UNIVERSITY (Mini-tab)
Delineate courses by academic semester and year; Include (1) Course Number, (2) Course Title,
(3) Enrollment, (4) Credits, (5) On-Campus or Distance, (6) Specify if Course is Team-Taught and
your contribution
Semester
& Year
EX12
Course Prefix
& Number
ABC1000
Abbreviated
Course Title
Into to Health Sci
Enrollment Credits
40
3
On-Campus/
Distance
Contribution
if team taught
On-Campus
n/a
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_____ STUDENT EVALUATIONS (in accordance with UW regulation 5-800) (Mini-tab)
UW 5-800, section 3.A.ii. Upon request of the Office of the Vice President for Academic Affairs or
the appropriate dean of the college and after written notification to the teacher, the teacher's
immediate supervisor shall provide copies of original completed student responses to the
administrative officials or committees duly charged with the responsibility for making decisions
regarding the individual teacher's continued employment, salary, promotion, tenure and/or
awards.
_____Academic Unit Head’s written summary of teaching and student evaluations for academic
year under review
_____ Student evaluations from past 2 academic years (Include student written comments and
raw quantitative data/ratings for each course. Copies of report forms from EvaluationKit
or other online systems that show written comments and quantitative ratings may be used
here. NOTE: additional student evaluations may be included at the discretion of faculty
member or academic unit head.)
i. All non-tenured and non-extended term academic teaching personnel will be evaluated
in each course taught during their first three years. After that, evaluation will be
conducted in at least one course per semester or term in which the individual teaches. If
feasible, different courses should be evaluated each year.
ii. Tenured assistant or associate professors and extended term academic teaching
personnel will be evaluated in at least one course per semester or term in which the
individual teaches. If feasible, different courses should be evaluated each year.
_____PEER EVALUATIONS (in accordance with UW regulation 5-800, section 3.A.ii.a.) (Mini-tab)
_____ LIST OF PROFESSIONAL DEVELOPMENT ACTIVITIES
Delineate professional development activities by type (e.g., conference/meeting, workshop, etc.)
and role (e.g., participant, facilitator, etc.)
EXTENDED TERM AND PROMOTION CASES
______Candidates for extended term and promotion should submit an electronic copy of a brief
biographical sketch (1 paragraph) to the Dean’s Office by February 1. Send to: Winter Hansen
(winterh@uwyo.edu). NOTE: Bio sketch does not need to be included in the packet.
Example of Extended Term Track (used with permission)
Catherine L. Ross, M.S., CCC-SLP (M.S.’99, University of Wyoming) has served as Assistant Lecturer
of the Division of Communication Disorders faculty since August 2008. She supervises graduate students
in clinical practicum and teaches undergraduate courses. She has 18 years of experience as a speechlanguage pathologist in educational and medical settings. Catherine has 1 co-authored peer-reviewed
publication, 1 co-authored book chapter, and 9 presentations to state, regional, and national
associations. She has served as president of the Wyoming Speech-Language-Hearing Association and
was recently awarded Honors of the Association. Catherine is very active in development activities at the
unit and college level.
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EXTENDED TERM AND PROMOTION - OUTSIDE EVALUATIONS (Main Tab)
External letters are not required for extended term and promotion cases, but they may be solicited where it
is deemed relevant and appropriate.
UW 5-408, Appendix B, II.A.10
Where deemed relevant and appropriate by the appointing authority, internal and external letters
of reference. Such letters may be appropriate in cases involving extended-term or promotion
decisions, even if letters were not required in previous reviews. The procedures used for soliciting
and handling these letters should follow the prescriptions given in University Regulation 803 for
faculty tenure and promotion cases. These letters may appear in a separate envelope to preserve
confidentiality, but they must be available in their original forms to people at all levels of review.
EXTERNAL LETTERS – IF SOLICITED (see UW regulation 803, section 2.b.i.3., for
guidelines)
_____Candidate’s letter waiving right to see the external letters
_____Summary of process used to solicit letters, including letter of solicitation (PROVIDED BY
UNIT HEAD)
_____Summary of qualifications of people writing the letters (PROVIDED BY UNIT HEAD)
NOTE: This section of the packet will only contain a title page that contains each of the items
related to the external letters. The unit head is responsible for placing the external letters and
accompanying documents in an envelope marked “confidential” with the candidate’s name. This
envelope should be stored in a secure location and made available to reviewers. When the packet
is sent to the Dean’s office for college review, the envelope should be placed in the back pocket of
the binder.
OTHER MATERIALS (Main Tab)
_____Unsolicited reviews (Optional. Limit to 5 selections. You may retain other examples in Packet 3.)
_____Unsolicited letters of recommendation or recognition (Optional. Limit to 5 selections. You may
retain other examples in Packet 3.)
_____Solicited letters from students and/or other professionals (Optional. Limit to 5 selections. You may
retain other examples in Packet 3.)
PACKET II
Packet II should contain the following:
 One copy of each of the faculty member’s publications. Where this is impractical because of
volume, please indicate how they can be accessed. Please include off-prints (reprints) of any journal
articles. Photocopies of published material are acceptable. Please do not include unpublished
manuscripts unless they are accepted for publication. Also include photocopies of all funded grant
proposals. Books, laboratory manuals, and classroom teaching materials should be submitted.
 Teaching Portfolio in years 2, 4, 5 and when faculty member goes up for additional term and/or
promotion
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Teaching Portfolio
The portfolio is designed to enhance the evaluation of faculty teaching by providing an in-depth
examination of recent teaching. The teaching portfolio will be submitted and included in the supporting
documents section in Years 2, 4 and 5 and when the faculty member goes up for additional terms and/or
promotion. If teaching courses, please address 3 most recently taught courses.
_____ Describe your teaching philosophy (1-2 pages)
The teaching philosophy should reflect why you teach the way you do (e.g. teaching style, types of
assignments, choices about assessments, etc.). The teaching philosophy isn’t really a reflection of
what went well of not; instead, it is a description of the rationale you use to make pedagogical
decisions. (The self-evaluation of teaching effectiveness should come in the annual Faculty Essay
that appears in Packet I.)
_____ Selected pieces of work documenting critical tasks of teaching
_____ Planning and preparation for teaching (Could include any of the following)
_____ Syllabi
_____ Examples of assignments
_____ Descriptions of clinical experiences for students
_____ Actual teaching (Provide some evidence of what your actual teaching is like. Could
include any of the following)
_____ Sample of Class notes (2-3 lectures)
_____ Videotapes of clinical and/or classroom teaching
_____ Teacher Journals
_____ Evaluation of student learning
_____ Graded student assignments
_____ Videotapes of teaching-student interactions, specifically focused on providing
student feedback and evaluation
_____ Student evaluations (For courses above, if teaching actual courses)
_____ Peer Evaluations
_____ Keeping up with the professional field in areas related to teaching performance
_____ Continuing education activities
PACKET III
This packet should contain any additional information that the faculty member wishes to submit.
Examples include such items as teacher ratings other than those requested in Packet I, course outlines,
community service activities not related to the University position, non-funded research proposals, and so
forth. Candidates should exercise judgment and include only materials that are appropriate to the
decisions that their colleagues must make.
DESCRIPTIONS OF PACKETS
All packets are to be made available to voting faculty within the candidate’s department. Depending on
unit culture, Packet I may be prepared by the unit or by the candidate. Packets II and III are to be
prepared by the candidate.
Packet I and II should be forwarded by the unit to the Dean’s office for college review. Packet I is
forwarded by the Dean’s Office to the Office of Academic Affairs for university level review. Packet II
is forwarded only when requested by Office of Academic Affairs.
Packet III should not be forwarded to the Dean’s Office or to Academic Affairs unless requested.