Transforming Tenure and Promotion: Insights from CISE-Atlantic on Developing Inclusive Evaluation Systems
In a recent Science Atlantic Session for All (SASA) led by the Atlantic Chairs for Inclusion in Science and Engineering (CISE-Atlantic), academics from institutions across the region gathered to discuss the issue of reforming tenure and promotion (T&P) processes to be more inclusive. The Nov. 21, 2024 session was split into back to back sessions to accommodate the high number of registrants.
Hosts Svetlana Barkanova, Kevin Hewitt, and Stephanie MacQuarrie shared an overview of the issue of how EDI and non-traditional contributions are valued (or not) within the T&P process and then engaged attendees in discussions about their experiences, examples of how the system is changing at some institutions, and what can be done to continue this shift.
Expanding the Definition of Scholarship
A central focus of the session was the need to broaden the definition of scholarship beyond traditional metrics. CISE-Atlantic introduced Boyer’s Model of Scholarship as a backdrop for the discussion. Boyer’s Model proposes four interconnected components:
- Scholarship of Discovery
- Scholarship of Integration
- Scholarship of Teaching and Learning
- Scholarship of Application/Engagement
These four areas provide a framework for recognizing a wider range of scholarly activities, potentially leading to more inclusive T&P processes.
Overview of Boyer's Model of Scholarship
Challenges in Current Tenure and Promotion Evaluation Systems
Participants highlighted several issues with existing T&P criteria:
- Absence of clear, written standards for T&P evaluation
- Overemphasis on research publications and grant funding
- Insufficient value placed on outreach and non-traditional scholarly activities such as equity, diversity, and inclusion (EDI) work
- Potential disadvantages for equity-deserving groups due to narrowly-defined criteria
The discussion revealed that schools vary in how they define and value scholarship, though some have made strides in moving away from traditional T&P approaches. Some are in the process of revising their tenure and promotion processes to be more inclusive, and one school has incorporated Boyer’s model into their collective agreement, potentially serving as an example for other institutions.
Proposed Solutions and Future Directions
- Developing Clear Standards and Comprehensive Evaluation Systems
Participants emphasized the need for clearly articulated standards at the departmental level to guide T&P decisions. More holistic approaches to valuing diverse academic activities can be achieved. The University College London (UCL) Academic Career Framework was mentioned as a clear, publicly available system for evaluating academic work across multiple domains. - Recognition of EDI Work and Outreach as a Scholarly Activity
A key focus of the session was on exploring ways to better recognize and value EDI work, outreach, and non-traditional scholarship in T&P processes. Workload issues were noted, including the often unacknowledged labour or ‘equity tax’ associated with these activities. The Equity Champion Program at Dalhousie University was cited as an example, where faculty receive teaching relief for their involvement in diversity and inclusion initiatives. - Cross-Institutional Collaboration to Help Address Resource Constraints
Smaller institutions in Atlantic Canada face challenges in offering teaching load reductions or other forms of support for equity work due to limited faculty numbers and financial constraints. The potential for Atlantic Canadian institutions to collaborate on developing new approaches to academic workload and evaluation was discussed.
Next Steps
The session concluded with several action items and potential future steps:
- Sharing relevant collective agreement language to inform recommendations
- Encouraging annual workload discussions between faculty and department chairs
- Developing a regional approach to academic workload and evaluation
- Organizing cross-institutional, discipline-based discussions
- Follow up with the Canadian Association of University Teachers (CAUT) regarding the role they can play in addressing T&P criteria
By encouraging the recognition of a broader range of scholarly activities and addressing the unique challenges faced by equity-deserving groups in the T&P process, CISE-Atlantic aims to create a more inclusive and equitable academic environment.
As these discussions continue, it will be crucial for academics at all levels to engage in the process, sharing their experiences and perspectives. The potential for collaborative efforts across institutions in the Atlantic region offers an exciting opportunity to drive meaningful change and set new standards for recognizing and valuing diverse forms of academic work.
Thank you to Kevin, Stephanie, and Svetlana for the insightful discussion! To learn more about CISE-Atlantic and their work, visit ciseatlantic.ca, or email the Program Manager at ciseatlantic@gmail.com.
If you are interested in facilitating a discussion with other faculty in the region or have a topic of interest to recommend for a future Science Atlantic Session for All, please email us.