2023 ASEE Annual Conference & Exposition

This paper reports on exploratory research that aims to support faculty as they navigate promotion and tenure at the University of Delaware (UD). Results from a 2020 COACHE (Collaborative on Academic Careers in Higher Education) faculty satisfaction survey suggest a need for improved clarity surrounding promotion and tenure standards and expectations at UD. In addition, there is a body of literature that provides evidence for the idea that there is the hidden curriculum surrounding faculty promotion. ‘Hidden curriculum’ refers to unwritten norms, practices, and expectations rooted in traditional routes to academic advancement. Much attention has been paid in the literature to the effectiveness of various types of mentoring in helping faculty navigate promotion and tenure. We add to this literature by focusing on the role of pre-tenure peer reviews as mentoring opportunities. These reviews are often conducted in the third year and could serve as a mentoring moment to help faculty gain a deeper understanding of tenure standards and expectations. To learn more about the effectiveness of these reviews in helping faculty prepare for promotion, we conducted semi-structured interviews with recently promoted tenured associate professors at UD. Preliminary findings indicate unevenness across departments in terms of how pre-tenure reviews are conducted, their perceived purpose, and in the extent to which they helped clarify promotion and tenure expectations. Areas in need of improvement are identified and lessons are drawn from departments who are helping to demystify the tenure process. Results will be communicated to key stakeholders and will be used to make recommendations for improving the pre-tenure and tenure review processes at UD.