This document provides an overview of an online instructional module to help faculty at the University of Florida successfully navigate the online tenure and promotion process. The module combines behavioral and cognitive learning theories through computer-based instruction and self-paced learning. It aims to make the process easier to understand and complete by breaking it down into objectives that guide faculty through tasks like downloading templates and forms, calculating activity distributions, and understanding the roles and timeline of reviewers. The module would assess learning through interactive exercises and provide resources for faculty to reference throughout their submission process.

1. Online Tenure and Promotion
Instructional Module
College and Journalism and
Communications

2. The tenure and promotion packet is probably
the most important document in a tenure-
Context
accruing faculty member’s career. How they
present themselves in this document will affect
the path of their career at their university,
therefore it is of utmost importance that the
packet be filled out accurately and
knowledgably. This project concentrates on a
faculty member’s ability to prepare the packet
with the utmost ease and efficiency.

3.  The packet traditionally moved through the
system manually, but the University of Florida is
now beta-testing the process in an online
Need for environment. The College of Journalism and
instruction Communications (COJC) is one of the colleges
testing this online process. Since the faculty
member fills out the packet two times in a 7 year
period, it is imperative that the system be self-
explanatory and easy to follow. While faculty
have mentors who help them with
understanding what content is necessary in the
packet, it is up to the faculty member to compile
the information so that it best reflects their body
of research, teaching and service.
 The advent of the online process has highlighted
the differences and difficulties that faculty
experience when compiling their packet. Some
of these stem from a lack of comprehending the
requirements of each of the packet’s sections
and some from not understanding how to
maneuver the new online process.

4. This instructional unit combines cognitive and
behavioral learning theories. The computer based
instruction requires measureable responses to master
Learning the content, an acceptable level of achievement to
Theory proceed to the next level and the content is presented in
small steps in a highly sequenced manner. All of these
instructional strategies apply the behavioral learning
theory.
Cognitive learning theory with a constructivist
instructional strategy is applied to the overall module. A
certain level of relative schema in each faculty member is
expected. This has been garnered over the six years
leading up to the production of their T&P packet. The
ability to apply this prior knowledge to new tasks is
important to success in this module. The presentation of
the information in ‘chunks’ also employs the cognitive
learning theory that the working memory is limited in
how much it can hold. Finally, the learning will be
meaningful as new knowledge is constructed, as they will
be able to relate it directly to their personal situation,
making it relevant and memorable.

5.  All faculty undergoing this process have an
education at a master’s or doctoral level.
Learner  They are male and female, normally over the
Characteristics age of 25, so they are considered adult
The tenure accruing faculty will learners.
be referred to as candidates in
this presentation.
 They are multi-cultural and may or may not
be native English speakers, however they are
all proficient in the English language.
 Their attitudes can vary as to the use of an
online system: some may fear confidentiality
breaches due to putting the information
online, some may think it is a bother to learn
another process and would rather just do the
system manually. Other more tech-savvy
faculty may prefer the lack of paper, the
portability of an online system and the ease of
use (i.e. not having to insert all teaching
evaluations manually)

6.  The goal of this instruction is for
T&P candidates to accurately
Goals, Objective maneuver the online T&P system.
and Material Secondary goals are to increase
compliance in packet completion
and to increase confidence in the
sequencing of the packet process.
 Instruction will be conducted with
computer based instruction (CBI)
supplemented by training leader as
guide.
 The first 7 objectives will be guided
by the trainer. The remaining
objectives will be self-paced. The
assessments in the CBI training will
use ‘answer-until-correct” feedback.

7. Objective 1:
Embed College
calendar in personal
calendar
Training leader will have the
computer projected on to a
screen at front of classroom.
Candidates will be required to
bring personal laptops to class.
The leader will ask the
candidates to open a browser
window and: 1
1. Navigate to MyCJC to access
Faculty link through the JOU
website
http://www.jou.ufl.edu/
2. Navigate to College
Governance and Administrative 2
Resources
http://my.jou.ufl.edu/governan
ce-and-administrative-
resources/

8.  The calendar will be created so the file can be
downloaded in a .csv format and then be imported into
Objective 1 (cont.):
the candidate’s Outlook Calendar or Google Calendar.
Embed College
Calendar
Next, the leader will ask
candidates to:
Select College Tenure and
Promotion Calendar 2012-2013
Download according to
instructions.
This will embed the timeline for
College’s tenure process in to
their Outlook or Google
calendar.
Having the calendar schedule
embedded in their personal
calendars will help candidates
stay on track once their
submission process begins.

9.  Assessment: 100% success rate in completing
this procedure. College calendar is embedded
Objective1: in their personal calendar. Teacher will walk
Assessment around room and ensure completion and
assist with anyone having trouble.

10. Objective 2: Locate the
“Guidelines &
Information regarding
the Tenure, Permanent
Stutus and Promotion
Process for 2012-2013”
The leader will give candidates
the link to locate the guidelines
and save them to their hard-
drive, or they can keep the
guidelines up on their screen for
reference.
http://www.aa.ufl.edu/
tenure
Explain to candidates that the
College is in a pilot testing
program for the online T&P
system. The program will be
University-wide by 2014.
Explain the benefits of an online
process.

11. Objective 3: Alert
candidates to common
compliance errors
While the candidate is looking
at the T&P criteria on their
computer, the leader will review Section 2: Most candidates in the College keep the section to about a
each section of the guidelines half page, however there is no limit to the amount written
and point out the any
idiosyncrasies of a particular Section 3: Again, a succinct description is best. In the College, this
section. Some of the areas are section is normally 4 to 5 paragraphs.
described here. There will be 5
main areas that are pointed out
where the candidates in the
College normally have
compliance errors. Examples of
these sections that are
compliant will be shown.
Section 4: Explain here the
Candidates can also ask detail of calculating FAR – do
questions any about particular not count on your Chair to do
sections. it for you. Candidate should be
able to calculate with online
reporting. This will eventually
be auto-populated in online
template.

12. Objective 4: Material
that belongs in Section
33
Leader will explain the purpose
of Section 33. This section can
have corrections added to it at
any time throughout the online
process, either by the candidate  Section 33: Review items that are appropriate for this section and those that
or the reviewers. Additions can are not.
be made until the packet leaves
the College and goes to
Academic Affairs. If a change or
addition is made to Section 33
by someone other than the
candidate, the candidate will
receive an email notification
and they will have to approve
the addition. Candidates should
know that AA evaluators are
told to check in Section 33
before they review the packets,
so they will see the corrected
versions first; therefore,
candidates should not be shy
about making the
corrections/additions.

13. The candidate will be given a sample
assignment table (Sect 4) and be asked
Objectives 3&4: to calculate the activity distribution.
Assessment After they have had adequate time to
make calculations, the teacher will show
the correct answers on the screen. They
will then be given the UFL link and
locate their own effort reports. They are
given the chance to calculate one or two
years of their own assignments. This
will make the assessment relevant and
useful to the candidate. Any problems
can be identified at this time. The
leader will also orally ask candidates to
describe 5 common errors in packet
completion as well as select the items
that do and do not belong in Section 33.

14. #1: The Candidate
Objective 5: #2: The Designee Editor
Identify roles in #3: Department Administrator
the process #4 : College Administrator
The leader will present a slide #5 : Chair
that describes the main actors #6: Dean
in the online T&P process and
explain the role that each plays  After the roles are explained (aural learning) the
within the College. This will instructor will direct candidates to a link where they can
enable the candidate to be
aware of who is responsible for
click to download on to their computers the names and
which portion of the packet. emails of each of these people. This will give them a
takeaway.
 Assessment: Distribute a printed matching exercise:
have the candidates match the actors to their role.

15. 1
Objective 6:
Locate Faculty
Promotion &
Tenure link
2
Leader will have all candidates
log on to My.UFL to begin the
online T&P process. Explain
they must be connected to the
Internet, have Gatorlink
password. Perform steps 1,2, 3.
Step 4: Navigate to UF Faculty 3
Promotion and Tenure
4

16. Objective 7: Download
and save the T&P
template
Navigate to the page: Workforce
Development > Faculty Events >
Online Promotion and Tenure
Using their personal laptops, the
candidates will now download
their templates from link shown at Select
right.
Have candidates save these to their
hard-drive or USB as a doc file.
Discuss which parts of the packet
will auto-populate when they are
first downloaded, and they will
work from that copy to complete
their packet.
The templates will have auto-
populated in Sections 5, 7, 10 and
12. Ask candidates to review their
packets and note any possible
discrepancies. Referring to
Objective 5 (roles), have them
identify who they should report
problems to.

17.  For MAC
Objective 8: Creating  http://www.youtube.com/watch?
PDF files
v=bG7wZK1R4C8
The leader will explain the use
of PDF files in the packet. After
the candidate has created all
Sections of their packet, they
must convert them to PDF files.
Stress that only PDF files can be
 For PC
uploaded on to the online T&P
system.  http://www.youtube.com/watch?
The candidate will have been
working with multiple DOC files
v=3Aj8VRt0v6c
and now must compile them in
to one PDF file to upload.
Ask them to navigate to the
tutorial and bookmark the link.
They can then watch the process
of creating one PDF file out of
multiple DOC files. Having this
link bookmarked gives them a
takeaway to refer back to.

18.  Candidate now will follow a CBI that guides them through uploading packet
and all steps required of them in the process.
Objective 9: Follow the
Table of Example:
stages of the online Step 7: Click
process Contents
on VIEW to
Assign see packet is
The leader will now have Faculty uploaded
candidates load the CBI Designee
correctly. If
(website to be created). Upload user selects
Candidates maneuver through Tenure and wrong
the CBI process by using a self- Promotion
Packet button, the
paced program. By clicking on appropriate
arrows, the screen will advance ETC one will
to the next step. Arrows will User can flash and the
indicate where to go at each navigate screen will
stage. A Table of Contents between not change
screen on the left will let them TOC when
until the
know where they are in the needed
correct
process and allow them to skip button is
between sections, or go to ones selected.
that interest them. There will be
no guided simulation, rather Navigation buttons
only text and arrows indicating will give the user
the next step. Unless they skip self paced control
through on the TOC, they
cannot progress until they do
the procedure in the correct
order.

19. 100% completion of CBI tutorial.
Objective 9: Arrive at final slide.
Assessment

20. Objective 10: Identify Upload
stage of packet in Template
process
When candidates have
completed CBI for T&P process, Sign Waiver
the program will present a Cover Sheet
situation to them where they
have to organize the tenure and
promotion packet process in an
interactive flowchart.
OPT notification
of Dept Review
Respond
Chair’s letter
Assessment: Candidate will arrange the flow chart in the correct order
with 100% accuracy. The program will not allow for misplaced stages.
(FLASH program to be developed)

21. Department Review Respond right away. CJC
Objective 11: Identify does not have review at this
level
when candidate needs
to respond
5 days
Using the similar flowchart Chair’s letter
method as in Objective 9, the
candidate will place the number
of days between each step in
which they have to respond or 10 days
else the material is
automatically added to the
packet and moves to the next Correction to 10 days
stage.
evaluative letter
Respond right away. CJC does
not have Review at this level
Department Review Assessment: User will move
the objects around to show
understanding of temporal
sequencing in the T&P process
. The objects won’t ‘stick’ if
placed in the wrong order.
Dean’s letter They will turn a color (green)
when placed correctly.

22. Conclusion
Learners will be directed to a
link that hosts a graphic of the
overall flowchart for the online
T&P system. (To be created)
This link will then have
hyperlinks back to each
particular stage of the process.
They will be given a printed
handout with a list of whom to
contact for technical or
procedural problems.  Assessment/Takeaway: Flowchart will have embedded
hyperlinks at each stage of the process that link back to
They will also be given a printed page of the CBI for future referral. This will help give a
handout of the entire visual reference while they are going through the online
presentation to use as a
process.
reference.

23.  I met with two faculty members and gave them a
presentation of this instructional unit. As I would need a
developer to create some of the processes, a complete
instruction was not possible. After the presentation, and
combining the connoisseur based and decision-oriented
Assessment Experience approach, they were asked to provide feedback as to the
perceived effectiveness of the instructional module– the
interactivity and navigability, and the quality of the
instruction (how are instructions, does it give you support, is
it organized properly?) and interest: does it motivate you,
interest you? What is its perceived value?) I provided them
with a questionnaire which they returned to me in digital
format.
 While it would have been ideal to have more than two people
in the small group, it was quite challenging to find professors
that had the time to participate in this process. The two that
did participate had disparate remarks in their evaluation, and
so certainly a third or fourth person will be needed to
determine if either of their answers are more representative
of the larger group (ie: College faculty)
 The overall assessment however was that a course of this type
would be extremely useful to candidates and they encouraged
the pursuit of bringing this product to reality.

24. Configuration/Linkages:
 The key relationships in this instructional unit are between the
instructional designer, the administration and the faculty. Most
Implementation: CLER faculty find the tenure and promotion process to be stressful and
Model some view the conversion of the process to an online system
suspiciously, while others embrace the idea for they understand
it’s aim is to simplify the process. The administrators, adhering to
a management model of ‘shared governance’, must be supportive
of the desires of the majority of the faculty - they are unable to
create a mandate that requires all faculty to take this instructional
unit and so faculty could end up choosing to bypass the training
and simply rely on ‘self discovery’ to go through the online
process.
Environment:
 The administration first needs to assure the suspicious faculty
that the online process will be easier than the traditional method
and that the system is secure. Faculty to faculty relationships are
also key as those faculty who participated in the 2012 beta-testing
of the online process need to assure the 2013 faculty that the new
system is better. If both of these units provide a positive stance
on the new online system, the 2013 faculty should be more
motivated and willing to take the training and in turn, this should
enhance their performance.

25. Resources
 This course requires material, personnel, institutional
and conceptual resources, which the administration is
Implementation: CLER
able to provide. Access is needed to the College’s network
Model (cont)
to host the computer-based instruction for the portion of
this training. A leader is needed to give the instruction
and this could be done by a willing, tenured faculty
member or by an administrative assistant who has been
trained in the T&P process. Space to hold the instruction
will be easily accessed within the College and technical
support can be given by either the College’s IT personnel
or at the university level, depending on the need.

26.  16 months prior to tenure selection
Sequence for date:
implementation  Fully develop materials to be used training.
 14 months prior to tenure selection
date:
 Train two administrative assistants on the
instructional materials so they can lead the
training. Offer the same or any tenured
faculty members who would like to be
involved in this service.
 Schedule rooms for training.
 12 months prior to tenure selection
date:
 Conduct the training with the candidates
going up for tenure.

27.  Barron, Ann E., Designing Web-Based Training, University
of South Florida Interactive Media Corporation. Retrieved
from:
http://itforum.coe.uga.edu/AECT_ITF_PDFS/paper26.pdf
References  Janicki, T., Liegle, J. (2001).Development and evaluation of
a framework for creating web-based learning modules: A
pedagogical and systems perspective, , JALN, 5 (1)
 McAdams, Mindy. (2010) How to do stuff in Flash with
Action Scrip 3.0. Retrieved from:
http://flashjournalism.com/CS4examples/main.html
 Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E.
(2011). Designing Effective Instruction. Hoboken, NJ: John
Wiley & Sons, Inc.
 Song, S. H., Keller, J., (2001).Effectiveness of Motivationally
Adaptive Computer-Assisted Instruction on the Dynamic
Aspects of Motivation, ETR&D, 49,( 2) pp. 5–22
 Taylor, B. (2001) Designing a successful web-based tutorial,
LLRX.com. Retrieved from: http://www.
Designing%20A%20Successful%20Web
Based%20Tutorial%20%7C%20LLRX.com.webarchive