In order to promote open scholarship, I am sharing most of the materials from my packet for Tenure and Promotion. I am sharing these materials to provide guidance for colleagues and peers that are looking for guidance on these elements.

I will share individual posts for pieces of the packet. This will conclude with one post that links all of the materials together.

There may be subtle differences between the draft version of materials I’m sharing, as opposed to the official PDF I uploaded to the online packet or document library.

When appropriate, I will include the guidance I was provided by the institution.

• The Faculty/Administration Manual (FAM) details the standards and procedures for Tenure, Promotion, and Third-Year Review. 
• The Joint Memo on Tenure, Promotion and Third-Year Evaluation Procedures (PDF) provides additional guidance in interpreting the standards set forth in the FAM and in preparing materials for review, as well as the Faculty Evaluation Calendar. Additionally, prospective faculty candidates and reviewers are invited to view the Tenure, Promotion, and Third-Year Review Informational Presentation (PPT) (or download the PDF version). 

Requirements

• Narrative (10 pages maximum).
• Use your narrative to demonstrate the quality of your teaching.
• Use the narrative to describe your evidence and connect it to your CV.
• Consider addressing how you teach, explaining why you choose specific approaches, and reporting on the effectiveness of your approaches.
• Use your narrative to help reviewers at each level orient themselves in your evidence.
• Careful preparation of a packet -including the narrative and appropriately selected supporting evidence-is critical in demonstrating that the standards and criteria have been met.
• Use your narrative to help reviewers at each level orient themselves in your evidence.
• Be attentive to questions that your evidence may raise.

My Submission

This narrative represents my years of defining the intersections between technology and literacy. Technology always changes literacy, and literacy always changes how we communicate, learn, and define our world. This relationship between literacy and technology has helped to shape my outlook on the world and the contributions I have made in the field of literacy education. Students now turn to the Internet as their primary source of information, yet very few educators and researchers recognize these digital texts and tools as a literacy issue. 

You can review the document below, or go directly to the full document at this link.