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Preparing Your Academic File
Peter J.S. FranksScripps Institution of Oceanography
June 11, 2018
Preparing Your Academic File• Where your file goes• Possible actions• Parts of the file:– Bio/Bib form– Personal Statement– Teaching Statement
Your Academic File’s Path at SIO:June: Department informs you about review, requests materials
August: Your part of your file is complete at department
Department forms ad hoc committee
Ad hoc committee submits report to department chair
Promotion: Chair presents file to department faculty for vote
Chair makes recommendation on action
SIO CAP(Committee on Academic Personnel) recommends action
SIO AssociateDeanrecommends action
UCSD CAPrecommends action
EVCAA (Executive Vice Chancellor for Academic Affairs) makes action
Total time: ~10 monthsVCMS approves
Possible Actions:• No change• Half-step bonus offscale• Normal merit/promotion• Normal merit/promotion + half-step bonus• Acceleration
See the PPM for verbiage on criteria for acceleration
Assistant Associate Full
I
II
III
IV I
V II
VI III I
Max 8 years IV II
V III
IV
V VI
VII
VIII
IX AS
Promotion/Career ReviewM
erit
Incr
ease
“Normal” “Not Unusual”
File Preparation Instructions: This will be sent to you from the SIO
department Your review will be based on work completed as of August 1. Any work completed after that date will be considered for your next review cycle.
BIO/BIB in word format (use the attached new form)
COPIES OF PUBLICATIONS.
SELF EVALUATION.
TEACHING LOAD AND COURSE LOAD FORM.
The entire review process for academic personnel in the Professorial Series is outlined
in the Academic Personnel Manual and UCSD Policy & Procedure Manual at:
http://www.ucop.edu/acadadv/acadpers/apm
http://adminrecords.ucsd.edu/PPM/docs/230-28.html
File Preparation Instructions: This will be sent to you from the SIO
department Your review will be based on work completed as of August 1. Any work completed after that date will be considered for your next review cycle.
BIO/BIB in word format (use the attached new form)
COPIES OF PUBLICATIONS.
SELF EVALUATION.
TEACHING LOAD AND COURSE LOAD FORM.
The entire review process for academic personnel in the Professorial Series is outlined
in the Academic Personnel Manual and UCSD Policy & Procedure Manual at:
http://www.ucop.edu/acadadv/acadpers/apm
http://adminrecords.ucsd.edu/PPM/docs/230-28.html
IMPORTANT
IMPORTANT
IMPORTANT
Ocean Sciences Meeting, Honolulu, HA, February 23-28, 2014 Taniguchi, D.; Franks, P.; Poulin, F. J.; PLANKTONIC BIOMASS SIZE SPECTRA: AN EMERGENT PROPERTY OF SIZE-DEPENDENT PHYSIOLOGICAL RATES, FOOD WEB DYNAMICS, AND NUTRIENT REGIMES Briseño-Avena, C.; Roberts, P. L.; Jaffe, J. S.; Franks, P. J.; DIVERSE ACOUSTICALLY REFLECTIVE TARGETS IDENTIFIED WITH SIMULTANEOUS STEREOGRAPHIC OPTICAL IMAGING Chenillat, F.; Franks, P. J.; Rivière, P.; Capet, X.; Blanke, B.; PLANKTONIC ECOSYSTEMS IN COASTAL EDDIES: COMBINING EULERIAN AND LAGRANGIAN MODEL ANALYSES Franks, P. J.; Roberts, P. L.; Lucas, A. J.; Jaffe, J. S.; Schurgers, C.; A SMALL SWARM OF QUASI-LAGRANGIAN DRIFTERS: QUANTIFYING ACCUMULATION IN INTERNAL WAVES Snyder, S.; Franks, P. J.; PHYSIOLOGY OR SENSOR BIAS? CALCULATING RATES FROM ARCHIVAL TAGGING TEMPERATURE TIMESERIES Inman, B. G.; Franks, P. J.; MODELLING THE EFFECTS OF VISCOUS EXUDATES ON MICROSCALE DIFFUSIVE NUTRIENT FLUXES TO PHYTOPLANKTON CELLS. de Verneil, A.; Franks, P. J.; Mahadevan, A.; PHYTOPLANKTON COMMUNITIES AT FRONTS: THE ROLE OF SUBMESOSCALE STIRRING AND MIXING IN NUTRIENT-LIMITED ECOSYSTEMS Humor and Science: A Comical Look at Ourselves Session Co-Organizer with Jules Jaffe “The Demographic Albedo Effect and Global Warming” P.J.S. Franks Reviewer: Journal of Plankton Research (Editorial board member) Journal of Marine Research (Editorial board member) Harmful Algae (Editorial board member) Science Nature PNAS PLOS ONE Marine Ecology Progress Series Limnology and Oceanography Limnology and Oceanography Fluids & Environments NSF Biological Oceanography NSF Chemical Oceanography NSF Physical Oceanography NSF Antarctic Organisms and Ecology Program NERC UK EUR-OCEANS Network of Excellence US-Israel Binational Science Foundation CA Sea Grant WA Sea Grant NJ Sea Grant TX Sea Grant W.M. Keck Foundation
IMPORTANT
(h) Student Instructional Activities
Thesis committees: All are PhD unless otherwise indicated. (* indicates service during the review period): Christian Anderson (BO) *Alisa Beaubien (AOS) Dan Birch (PO defended 2007) Lesley Blankenship (MB defended 2005) *Christian Briseño (co-advisor) (BO) *Mattias Cape (BO defended 2014)) *Magdalena Carranza (PO) *Jessica Carrière-Garwood (advisor) (BO) Gabriela Chavez (PO MS degree) Linden Clarke (PO defended 2001) *Alain deVerneil (advisor) (BO) *Ethan Deyle (BO) Postdoctoral Researchers Yuji Tanaka (1994-1995) James Pringle (1998-2000) Francis Poulin (2003-2004) Daniel Birch (2008) Heidi Fuchs (2005-2008) Diego Macias (Co-advisor) (2009-2010) Erdem Karaköylü (2010-2011) *Qian Li (2007-2014) *Fanny Chenillat (2013-present) First-year advisory committees *Jenni Brandon (2012) *Amy van Cise (2012) *Elizabeth Sibert (2012) *Jessica Carrière-Garwood (2013) *Alfredo Giron (2014) Undergraduates *Elizabeth Stringer (Arts) International Students External Examiner Coralie Perruche (PhD, Université Brest, France) Fanny Chenillat (PhD, Université Brest, France) Arnaud Laurent (PhD, Dalhousie University, Canada) David Delaney (MSc, University of Cape Town, South Africa) *Malin Gustaffson (PhD, CISRO, Australia) International Visiting Students Jörg Frommlet (2004) Philip Wallhead (2006) Fanny Chenillat (2010) *Mathieu Ardyna (2013) International Visiting Researchers Yuji Tanaka (2006) Pascal Riviere (2006)
IMPORTANT
MOST IMPORTANT
IMPORTANT
File Preparation Instructions: This will be sent to you from the SIO
department Your review will be based on work completed as of August 1. Any work completed after that date will be considered for your next review cycle.
BIO/BIB in word format (use the attached new form)
COPIES OF PUBLICATIONS.
SELF EVALUATION.
TEACHING LOAD AND COURSE LOAD FORM.
The entire review process for academic personnel in the Professorial Series is outlined
in the Academic Personnel Manual and UCSD Policy & Procedure Manual at:
http://www.ucop.edu/acadadv/acadpers/apm
http://adminrecords.ucsd.edu/PPM/docs/230-28.html
Self Evaluation: Personal StatementSELF EVALUATION. Submit a signed narrative summary of your activity in the three review areas: 1) research, 2) teaching and mentoring (of undergraduates, graduate students, and of postdoctoral fellows and/or other junior colleagues), and 3) professional activity, and University & public service, and contributions to diversity. This presentation should include a self-evaluation and/or personal statement highlighting your career achievements and professional activities since your last review or last career review period. Additional items to address: Include an overview statement of your new publications for each of the papers published during this review period, describe their general significance and your role in the work/personal contribution in the case of multi-authored publications. Other items to address in the self-evaluation statement: presentations, research activities, teaching (especially new courses) and student/postdoctoral mentoring/accomplishments, grant activity, and future career goals. Also, mention your contributions to diversity. This narrative summary is very useful to reviewers in helping them form a complete view of your activities and accomplishments during the review period.
Statement of Research, Education, University Service, and Professional Activities 2012-2015
I am a Biological Oceanographer specializing in physical-biological interactions in the
plankton. Rates of primary production, grazing, sinking, aggregation, infection and
sexual exchange are often controlled by physical forcing in the ocean, where small
regions of intense activity often dominate the large-scale average rates. Predicting the
location and intensity of biological rates in relation to physical forcing is central to my
research.
I employ a suite of approaches, including analytical and numerical modeling,
development and deployment of new instruments, and field studies in which models
and instruments form a strong synergy for understanding the underlying dynamics.
My work has benefitted from collaborations with a wonderful group of particularly
bright graduate students and postdocs at Scripps, a close and ongoing partnership
with Dr. Jules Jaffe (SIO), and collaborations with colleagues around the world.
…
WHO ARE YOU?
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ResearchDuring the review period much of my work concentrated on my career-long interests in harmful algal blooms (HABs) and physical-biological interactions in fronts, eddies and other mesoscale features. This research often combined fieldwork, novel instrumentation, and modeling to investigate the underlying dynamics. During the review period my students, postdocs, colleagues and I published 19 peer-reviewed papers; 12 of these were first-authored by my students or postdocs, and I had one additional first-authored, and one sole-authored paper. The remaining five were first-authored by colleagues. I was also the sole author of a chapter of Toxins and Biologically Active Compounds from Microalgae, Volume 2: Biological Effects and Risk Management (AIII-9), and a chapter of the Encyclopedia of Theoretical Ecology on NPZ Models (BIV-1), as well as a co-author of two refereed conference proceedings (AIV-1, AIV-2).
WHAT DO YOU DO?
ResearchDuring the review period much of my work concentrated on my career-long interests in harmful algal blooms (HABs) and physical-biological interactions in fronts, eddies and other mesoscale features. This research often combined fieldwork, novel instrumentation, and modeling to investigate the underlying dynamics. During the review period my students, postdocs, colleagues and I published 19 peer-reviewed papers; 12 of these were first-authored by my students or postdocs, and I had one additional first-authored, and one sole-authored paper. The remaining five were first-authored by colleagues. I was also the sole author of a chapter of Toxins and Biologically Active Compounds from Microalgae, Volume 2: Biological Effects and Risk Management (AIII-9), and a chapter of the Encyclopedia of Theoretical Ecology on NPZ Models (BIV-1), as well as a co-author of two refereed conference proceedings (AIV-1, AIV-2).
WHAT DID YOU DO?
Physical-Biological Interactions in Fronts and EddiesDuring the review period my work on physical-biological interactions in mesoscale features was largely in conjunction with the GLOBEC international synthesis program, and the California Current Ecosystem Long-Term Ecological Research (CCE-LTER) program. In AI-83, AI-94, and AI-97, which were first-authored by my postdoc Fanny Chenillat, we used numerical models and data to examine the effects of mesoscale forcing on the planktonic ecosystem of the CCE. In AI-83 we manipulated the timing of the spring upwelling transition based on forcing by the NPGO (A-59), and found that early transitions to upwelling led to enhanced secondary and tertiary production far offshore later in the year. AI-94 (which is a companion to AI-97) presents a novel Eulerian-Lagrangian approach to studying coherent features (e.g., eddies) in numerical models. The Eulerian model was used to simulate the physical and biological dynamics; the Lagrangian module was used to isolate and track the eddy and to diagnose the biological dynamics along its trajectory.
DESCRIBE THE SCIENTIFIC CONTRIBUTIONS OF YOUR PAPERS TO YOUR RESEARCH MISSION AND THE FIELD
MOST IMPORTANT!
EducationMentoringI have said many times that the best thing about Scripps is the amazing quality of our students. It makes a professor’s life easy to be surrounded by young people who are so bright and so eager to learn. I do not have technicians in my lab – only students and postdocs. We learn a great deal from each other; each week I set aside a day to meet with each of them individually, and then also have a full two-hour lab meeting. This day is always the highlight of my week. I also open up my lab meetings to other students, and have been fortunate to have representatives of several curricular groups regularly attend our weekly gatherings. Whenever anyone has a paper accepted, a proposal funded, a job offer, etc., I take the whole lab out for lunch to celebrate. With such a productive lab, this happens fairly frequently!
During the review period I served on 32 PhD thesis committees (30 at SIO: 14 BO, 4 MB, 6 PO, 6 AOS; 2 MAE). This included 12 PhD thesis defenses, two of which were my own students. During the review period I advised or co-advised eight PhD students (one has not yet qualified), and two postdocs, as well as served on several first-year advisory committees.
MENTORING/TEACHING APPROACH
EducationMentoringI have said many times that the best thing about Scripps is the amazing quality of our students. It makes a professor’s life easy to be surrounded by young people who are so bright and so eager to learn. I do not have technicians in my lab – only students and postdocs. We learn a great deal from each other; each week I set aside a day to meet with each of them individually, and then also have a full two-hour lab meeting. This day is always the highlight of my week. I also open up my lab meetings to other students, and have been fortunate to have representatives of several curricular groups regularly attend our weekly gatherings. Whenever anyone has a paper accepted, a proposal funded, a job offer, etc., I take the whole lab out for lunch to celebrate. With such a productive lab, this happens fairly frequently!
During the review period I served on 32 PhD thesis committees (30 at SIO: 14 BO, 4 MB, 6 PO, 6 AOS; 2 MAE). This included 12 PhD thesis defenses, two of which were my own students. During the review period I advised or co-advised eight PhD students (one has not yet qualified), and two postdocs, as well as served on several first-year advisory committees.
WHAT DID YOU DO?
TeachingI greatly enjoy teaching, and spend considerable energy preparing and presenting my courses. It is clear that my efforts are appreciated by the students, who tend to give me fairly glowing reviews. I have listed my formal courses below. For the 4-unit courses, I have selected a few of the student comments that I think reflect the course, my philosophy of teaching it, and the opinions of a few of the students (hopefully my full teaching evaluations are included in the file so you can see that these quotes are somewhat representative).
SIO 285 Physical-Biological Interactions:Spring 2013 and Spring 2015 (4 units each time)I feel like I not only learned the subject material in this class, but also how to effectively teach complicated material to a broad audience. Professor Franks is by far one of the clearest communicators of science I've ever met.
WHAT DID YOU TEACH?• Effort• Effectiveness• Impact
Other Teaching Activities
I regularly give guest lectures in colleague’s courses, on everything from harmful algal blooms, to coastal circulation, to ecosystem modeling, including a full morning each summer lecturing to the CMBC MAS program. These lectures present opportunities to meet new graduate and undergraduate students. My lectures often generate numerous requests for follow-up meetings, volunteer opportunities, and advice on graduate study.
Each year I serve on many departmental exams for Biological Oceanography, Applied Ocean Sciences, Physical Oceanography, and Marine Chemistry. These exams often take a full week or more of my time after the end of spring quarter. I chaired the BO departmental exams twice during the review period.
University ServiceDuring the review period I was the Director of Scripps Integrative Oceanography
Division. As Director I supervised four staff members, all of whom are a delight to work
with.
Since 2003 I have been one of the two Ombudsmen at SIO. Over the years the number
of students, postdocs and faculty I see has increased annually: in 2013 I met with 22
different people, 26 in 2014, and 24 already in the first half of 2015. Each meeting takes
a minimum of one hour; many of these people have multiple meetings with me, and
there is often considerable email exchange surrounding the meetings. Most of the
problems have to do with students and their advisors (there are a few advisors whose
students – often different students – see me year after year); in 2014-2015 in particular
I have seen an increase in the number of our underrepresented minorities wanting to
meet with me. Many of the problems have to do with a student’s lack of experience
with the culture of academia, and a lack of empathy on the part of the advisor. Though I
have no power to change the advisors, I can often help the students and postdocs learn
how to navigate some potentially confusing and emotional situations, giving them some
perspective on their advisor’s needs, wants and constraints. Based on my experiences, I
presented a short talk on mentoring to the faculty, which was well received (though the
most egregious offenders did not, unfortunately, attend).
WHAT DID YOU DO? WHY WAS IT EFFECTIVE?
Contributions to DiversityMy research, teaching, mentoring, and service activities, while not specifically aimed at enhancing diversity, contribute in substantial ways to the diversity of our campus. My lab group is typically half women, about one third international students and postdocs, and includes members of several underrepresented groups and individuals who are the first in their families to attend college or graduate school. I foster a very inclusive group atmosphere, and we often discuss sensitive political, social, environmental and academic issues during our lab meetings. I am very open about the academic culture, using my own experiences (such as this merit increase) to discuss how to prepare an academic file, the criteria by which we are judged, and the keys to a successful career. I spend considerable time as Ombudsman helping a diverse array of students, postdocs and faculty navigate academia, trying to translate our rather peculiar culture into insights that can help the individual interact with others in their field. The transition from undergrad to grad student is often a difficult one, requiring guidance and patience from a mentor. Through my inclusive teaching and mentoring, I believe that I have contributed significantly to improving and enhancing the experiences of potentially vulnerable groups here at Scripps.
Community Service and Professional ActivitiesI receive many review requests – typically 1-2 per week – from a wide range of journals and funding agencies. I limit the amount of reviewing I do, since I prioritize my students’ and postdocs’ manuscripts. Still, during the review period I reviewed papers for high-impact journals including Science, Nature, and PNAS, as well as all the top oceanographic journals.
WHAT DID YOU DO? WHY WAS IT EFFECTIVE?
SummaryDuring the review period, I feel that I have made important contributions to research, teaching, mentoring, diversity, and university and community service. My efforts have been recognized internationally with invitations to give prestigious lectures and participate in invitation-only workshops, review papers and proposals, write letters for colleague’s promotions, and requests for interviews with popular media. My teaching is highly regarded by the students, many of whom nominate me for SIO Graduate Teacher of the Year (an award I was given in 2005). I taught a course that led to a peer-reviewed publication for the first-year graduate students. I serve on the thesis committees of a significant fraction of SIO students, including chairing the committees of 8 PhD students during the review period, as well as mentoring two postdocs. I serve as one of the two Ombudsmen at Scripps, helping dozens of students, postdocs and researchers each year navigate difficult periods in their lives. I am the Director of the Integrative Oceanography Division, helping that group accommodate changes in funding sources, responsibilities, and space. On top of this, my lab group is impressively productive, with papers in the top journals in the field, representing diverse and powerful approaches to understanding physical-biological interactions in the ocean.
SOME HIGHLIGHTS TO HELP SUBSEQUENT LETTER WRITERS
Contributions*to*publications*201222015*!AI-81: Rippy, M.A., P.J.S. Franks, F. Feddersen, R.T. Guza and D.F. Moore. Factors
controlling variability in nearshore fecal pollution: Fecal indicator bacteria as passive particles. Marine Pollution Bulletin 66:151-1957. I was Meg Rippy’s advisor, and was involved in all aspects of preparing this paper, from designing (though not executing) the field work, to interpreting the data, building the initial model, helping with model implementation, and writing and editing the paper. Contribution: 40%
AI-82: Rippy, M.A., P.J.S. Franks, F. Feddersen, R.T. Guza and D.F. Moore. Factors
controlling variability in nearshore fecal pollution: The effects of mortality. Marine Pollution Bulletin 66:191-198. I was Meg Rippy’s advisor, and was involved in all aspects of preparing this paper, from designing (though not executing) the field work, to interpreting the data, building the initial model, helping with model implementation, and writing and editing the paper. Contribution: 40%
! WHAT WAS YOUR CONTRIBUTION TO EACH OF
YOUR PAPERS?
IMPORTANT
File Preparation Instructions: This will be sent to you from the SIO
department Your review will be based on work completed as of August 1. Any work completed after that date will be considered for your next review cycle.
BIO/BIB in word format (use the attached new form)
COPIES OF PUBLICATIONS.
SELF EVALUATION.
TEACHING LOAD AND COURSE LOAD FORM.
The entire review process for academic personnel in the Professorial Series is outlined
in the Academic Personnel Manual and UCSD Policy & Procedure Manual at:
http://www.ucop.edu/acadadv/acadpers/apm
http://adminrecords.ucsd.edu/PPM/docs/230-28.html
IMPORTANT: New Requirement: However since SIO has somewhat different accounting of teaching loads (e.g., extra credit for new courses and freshman seminars) and to speed up the process, please provide a statement of your own accounting of your teaching load. For example: 2012-2013 (SIOXXX, 4 units; SIOZZZ, 2 units, Total 6 units) for all years of your review. We have provided a list of courses taught for the last three years to help with this accounting (see attached), but this lists only official SIO courses and units. List other courses from other departments as well. Any file not turned in with a personal teaching load statement will be returned.Add other teaching activities i.e., postdoc advising, doctoral committee membership, 1st-year student advising, etc.) to the Biography form in Section II (g).
Teaching Load and Course Form
NAME: FRANKS, PETER J.S. DEPARTMENT: SIO CAMPUS: SAN DIEGO DATE PREPARED: JULY 27, 2015 COURSE LOAD AND STUDENT DIRECTION --------------------SCHEDULED COURSES TAUGHT------------------------ -------------------INDIVIDUAL INSTRUCTION-------------------- DEPT/ 2012/3 2013/4 2014/5 STU QUAR/YR DEPT/NBR COURSE TITLE UNITS ENRL SCU* NOTE STUDENT NAME ** CLASS F W S F W S F W S LEV ------- -------- ------------------------- ----- ---- ----- -------- ------------------------- ------- - - - - - - - - - --- FALL 12 SIO 278 Seminar in Ocean Bioscien 2.00 9 18 Briseno, Christian SIO 299 * * * * * * * * * G2 WNTR 13 SIO 278 Seminar in Ocean Bioscien 2.00 5 10 Carriere Garwood, Jessica SIO 299 * * * * * G1 SPRN 13 SIO 285 Physical-Biological Inter 4.00 18 72 De Verneil, Alain Joseph SIO 299 * * * * * * * * * G2 FALL 13 SIO 280 Biological Oceanography 4.00 43 172 Inman, Bryce G SIO 299 * * * * * * * * * G2 WNTR 14 SIO 278 Seminar in Ocean Bioscien 2.00 6 12 Jacobson, Eiren Kate SIO 299 * G2 SPRN 14 SIO 278 Seminar in Ocean Bioscien 2.00 5 10 Rippy, Megan Anjuli SIO 299 * G2 FALL 14 SIO 279 Sp Top/Biological Oceanog 1.00 31 31 Snyder, Stephanie Marie SIO 299 * * * * * * * * * G2 SPRN 15 SIO 278 Seminar in Ocean Bioscien 2.00 21 42 Taniguchi, Darcy A A SIO 299 * G2 SPRN 15 SIO 285 Physical-Biological Inter 4.00 18 72 ****PHD's COMPLETED (CO) YEAR ----------------------------- ---- ------ Lucas, Andrew J. FA09 Karakoylu, Erdem Mustafa SP10 Prairie, Jennifer C. WI11 Omand, Melissa M. * SP11 Rippy, Megan Anjuli SP12 Taniguchi, Darcy Anne Akiko * WI13 DEPARTMENT REGULAR RANK COURSE LOAD POLICY ON FILE WITH THE EVCAA: 1.5 CANDIDATES ANNUAL COURSE LOAD: 2012/3= 3.0, 2013/4= 3.0, 2014/5= 3.0 Signature of appointee _____________________________ Date _________ * SCU refers to Student Credit Units calculated by multiplying enrollment times units ** If supervision of individual instruction student is shared, indicate fraction shared *** MA=Masters, G1=first stage doctoral, G2=second stage doctoral **** List students completing during past six years NOTE: PPM reference is 230-28
Summary• The file materials you prepare form the basis
for all subsequent decisions• It is essential to:– Tell reviewers what you have done–Why it was important –What you have achieved
• Synthesize and summarize. Your words will often be paraphrased in subsequent letters