[CED/CD/EAT] IMPORTANT. Re memo entitled "Additional Information on Annual Reviews" Thursday, December 3, 2020 3:07 PM

[Burgess, Shane C - (shaneburgess)]

Everyone, predictably this memo has caused a lot of angst around the university and I have received emails about it. It seems to create more work and not less. We have spent a lot of time over the years and the last few weeks  As soon as I read it (before reading messages from some of you), I emailed the provost about it (see below). I wasn't the only dean. At the meeting with the deans last Friday Provost Folks said she'd look into it...
Until you hear otherwise from me, or Jeannie on my behalf, please proceed as you have already planned to proceed. Please do all you can to proactively keep your people as calm and as relaxed as possible about this memo and everything else they will deal with during this coming week that is already going to be extremely stressful for very many of them.
Regards
Shane






My mask protects you; your mask protects me. We've controlled infectious diseases without vaccines for thousands of years. Wearing our masks means we can have a functioning economy and concurrently save thousands of lives.

All UA employees, students and visitors must wear a face covering inside all UA buildings, unless alone in a single occupancy office, and in UA outdoor spaces where continuous physical distancing of at least six feet is difficult or impossible to maintain.

[E5742DFE]
Shane C. Burgess
Vice President for the Division of Agriculture, Life and Veterinary Sciences, and Cooperative Extension
Charles-Sander Dean of the College of Agriculture & Life Sciences
THE UNIVERSITY OF ARIZONA

Forbes Building, Room 306 | 1140 E. South Campus Drive
P.O. Box 210036 | Tucson, AZ 85721-0036
Office: 520-621-7621
sburgess at cals.arizona.edu<mailto:sburgess at cals.arizona.edu>
alvsce.arizona.edu<https://alvsce.arizona.edu/>
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The University of Arizona is located statewide on the ancestral homelands of indigenous peoples.



From: Burgess, Shane C - (shaneburgess)
Sent: Friday, December 4, 2020 12:59 PM
To: Folks, Liesl - (liesl) <liesl at arizona.edu>
Cc: uaacademicdeans at list.arizona.edu
Subject: Could you clarify at our meeting this afternoon please Liesl ? Re memo entitled "Additional Information on Annual Reviews" Thursday, December 3, 2020 3:07 PM

Liesl, a statement in the memo below is a problem in CALS units. As far as I know, the existing policy<https://policy.arizona.edu/employment-human-resources/annual-performance-reviews-faculty>, requires peer review, and meeting with the department head but not scoring (I think "scoring" here means 1-5, and if it doesn't then we should clarify because it is being interpreted that way).

I have spent time over the last decade confirming with HR, OGC and Tom Miller that UA doesn't actually require a 1-5 numerical score. This is a good thing because the 1-5 scoring simply just didn't work here and the academic literature agrees. The practice in leading private sector organizations is not to do 1-5 scoring. There is also a myth at the UA that the only way faculty (and other employees) can "get a pay raise" is to have a "5" so unit heads will simply give 5's across the board (and then later try to take personnel actions against faculty, or not support promotion/tenure  for not meeting expectations). If UA does now require a numerical score, then I think it should be explicit in UHAP 3.2 (linked in the memo below).
NOTE: we still are very clear about, and require explicit objective measures when it comes to "meeting expectations", "exceeding expectations" or not. I may be mistaken, but I think that the Career Conversation format we were told to use by Andrea Romero last year actually doesn't have a place for 1-5 scoring.  I think it also isn't explicit about recording "meeting expectations", "exceeding expectations" or not.
Regards
Shane


From: Robles-Parra, Clarisa Marie - (clarisarobles) <clarisarobles at arizona.edu<mailto:clarisarobles at arizona.edu>>
Sent: Thursday, December 3, 2020 3:07 PM
To: heads at list.arizona.edu<mailto:heads at list.arizona.edu>; ProvostOffice-All-Faculty at list.arizona.edu<mailto:ProvostOffice-All-Faculty at list.arizona.edu>; Carnie, Andrew H - (carnie) <carnie at arizona.edu<mailto:carnie at arizona.edu>>; Schulz, Andrew - (apschulz) <apschulz at arizona.edu<mailto:apschulz at arizona.edu>>; Durand, Alain-Philippe - (adurand) <adurand at arizona.edu<mailto:adurand at arizona.edu>>; White, Brent T - (brentwhite) <brentwhite at arizona.edu<mailto:brentwhite at arizona.edu>>; Johnson, Bruce - (brucej) <brucej at arizona.edu<mailto:brucej at arizona.edu>>; Hahn, David W - (dwhahn) <dwhahn at arizona.edu<mailto:dwhahn at arizona.edu>>; Cheu, Elliott C - (echeu) <echeu at arizona.edu<mailto:echeu at arizona.edu>>; Reed, Guy - (guyreed) <guyreed at arizona.edu<mailto:guyreed at arizona.edu>>; Moore, Ida M - (imoore) <imoore at arizona.edu<mailto:imoore at arizona.edu>>; Hakim, Iman A - (ihakim) <ihakim at arizona.edu<mailto:ihakim at arizona.edu>>; Jones, John Paul - (jpjones) <jpjones at arizona.edu<mailto:jpjones at arizona.edu>>; Funk, Julie Ann - (juliefunk) <juliefunk at arizona.edu<mailto:juliefunk at arizona.edu>>; Urquidez, Kasandra Kay - (kasandra) <kasandra at arizona.edu<mailto:kasandra at arizona.edu>>; Washington White, Kendal H - (kwashing) <kwashing at arizona.edu<mailto:kwashing at arizona.edu>>; Packard, Gary A - (gapackard) <gapackard at arizona.edu<mailto:gapackard at arizona.edu>>; Miller, Marc L - (miller47) <miller47 at arizona.edu<mailto:miller47 at arizona.edu>>; Abecassis, Michael M I - (mabecassis) <mabecassis at arizona.edu<mailto:mabecassis at arizona.edu>>; Pollock-Ellwand, Nancy Dorothy - (pollockellwand) <pollockellwand at arizona.edu<mailto:pollockellwand at arizona.edu>>; Goes, Paulo B - (pgoes) <pgoes at arizona.edu<mailto:pgoes at arizona.edu>>; Rick Schnellmann <schnell at pharmacy.arizona.edu<mailto:schnell at pharmacy.arizona.edu>>; Sutton, Shan C - (ssutton) <ssutton at arizona.edu<mailto:ssutton at arizona.edu>>; Burgess, Shane C - (shaneburgess) <sburgess at cals.arizona.edu<mailto:sburgess at cals.arizona.edu>>; Hunt, Terry L - (tlhunt) <tlhunt at arizona.edu<mailto:tlhunt at arizona.edu>>; tlkoch at optics.arizona.edu<mailto:tlkoch at optics.arizona.edu>
Subject: Additional Information on Annual Reviews

[cid:image001.png at 01D6C985.EFAAF480]

[Text, logo  Description automatically generated]

Memorandum


To:
Deans, Department Heads, Chairs, Directors and Faculty


From:
Andrea J. Romero, Ph.D.
Vice Provost for Faculty Affairs


Date:
December 3rd, 2020


Subject:
Additional Information on Annual Reviews



Dear all,
Nothing about the 2020 year has been normal or typical for anyone across the world due to the COVID-19 pandemic and the racial pandemic. We have all seen and experienced first-hand the extent to which the daily work lives of faculty have been directly impacted. As such, I am writing to share additional guidance concerning how to adjust our usual expectations of faculty activity in order to better correlate with the realities of the pandemics. We did sincerely investigate suspending annual reviews, however, both ABOR and UHAP policy mandate annual review for all tenure-track, continuing status and career-track faculty. We recommend that compassion for ourselves and each other at this moment requires us to reconsider using only traditional metrics or standards for review of activity during 2020. Rather than focusing on traditional evaluative approaches for 2020, we encourage a formative approach that provides opportunity for reflection on how faculty activity was affected by the pandemics and discussion for strategic planning of 2021 activities. Formative reviews emphasize professional growth through constructive support of assessing current activity and informing strategic planning. By focusing on strengths while identifying challenges, a formative approach can improve professional development and even encourage risks that may lead to innovation and advancement of knowledge.

The Provost, in a previous memo, provided as much flexibility as possible within the bounds of existing policy<https://policy.arizona.edu/employment-human-resources/annual-performance-reviews-faculty>, which still requires peer review, scoring, and meeting with the department head. Although numerical scores are still required for annual review by peers and department head, we recognize the inherent challenge of reconciling a formative approach with the need for scoring. Thus, rather than too narrowly focusing on scores, we recommend more emphasis on the written summary from the department head and meeting with the department head as an opportunity to engage in reflection and formative feedback. Student Course Surveys (SCS) were not required for 2020 instructors and will not be required for 2020 annual review. This was decided because of the rapid transition to remote learning in Spring 2020 and the variability and instability of teaching formats in Fall 2020. Peer teaching observations were still possible for remote learning, in which case it was recommended that observers choose only 2-3 areas to focus on while observing remote learning - see this link<https://teachingprotocol.oia.arizona.edu/content/6> for guidance for observing remote learning.

We encourage celebrating faculty who have gone above and beyond their traditional work in order to address either pandemic. This will require a more expansive view of what counts for each area of the workload as well as an openness to understanding ways in which faculty have needed to re-focus their efforts. We can provide recognition of work that may be on-going, including unexpected service activities that have helped the university address financial changes, student needs, racial inequities and pandemic related topics. This may also include forms of public scholarship<https://facultyaffairs.arizona.edu/universitys-inclusive-view-scholarship> where faculty have addressed urgent social and health issues in public spheres. In addition, recognition of how faculty quickly pivoted in teaching and scholarship to integrate the health and racial pandemic historical moments, including rapidly adopting and refining remote learning strategies and technical applications. Such efforts deserve to be recognized as significant achievements during the 2020 year, especially during this time period when furloughs and pay-cut related flex time have reduced the amount of available or expected work time.
At the university level we recommend using UAVitae<https://uavitae.arizona.edu/> for the following limited content this year:

*         Narrative summary of previous year and goals for following year

*         Peer annual review summary and scores

*         Department Head/Director annual review summary and scores

*         Syllabus upload

*         Faculty Workload

*         Input only data in UAVitae that will be used to update UAProfiles<https://profiles.arizona.edu/>, specifically scholarly activity, interests, awards/honors, and bio.

*         Updated CV upload

Formative Approaches to Annual Review Meetings between Faculty and Department Heads:

1.    Start with positive feedback and strengths. Make sure this is a two-way conversation.  Ask faculty to highlight 1-2 of their accomplishments during the past year.

2.    Ask questions for an honest conversation about how teaching, research, service, or other activity was affected by COVID-19 pandemic or the racial pandemic. (See handout from Malish et al., 2020<https://www.pnas.org/content/117/27/15378> for specific questions related to teaching, research and service in regard to pandemic alterations in workload)

3.    Take an expansive view of what counts. Consider preparatory work that will lead to future activity, acknowledge quick changes to address pandemic topics (COVID-19 or racism), recognize additional service activities related to workgroups for topics of COVID-19 or racism pandemics.

4.    Make and refine goals for the coming year and discuss long-term plans over a 3-year period for each section of their workload. This process can help faculty set and prioritize work goals for 2021.

5.    Discuss how short-term goals will lead to long-term outcomes. Taking a long-term vision helps to contextualize the current year's activity. Quantifiable aspects of productivity fluctuate over time, which at times may leave faculty feeling unappreciated. Many faculty activities require several years to reach completion, and thus annual metrics may be misleading if they are not placed within a longer-term context.

Useful Reading on Best Practices for Faculty Performance Reviews:
http://insidehighered.com/digital-learning/blogs/technology-and-learning/7-ways-performance-reviews-are-misaligned-learning
https://www.insidehighered.com/news/2015/01/26/aacu-session-focuses-holistic-faculty-evaluation

For Malish et al. (2020) article see this link:
https://www.pnas.org/content/117/27/15378
For articles on how Gender and Race have been impacted by Pandemics:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3623492
https://www.epi.org/publication/black-workers-covid/

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