Interfolio Sections ArtSci Supplemental Guidance

The below should be considered advisory guidance regarding what materials candidates may include in each section of Interfolio.

These lists are not inclusive and dossiers will look different according to the candidate’s areas of excellence, effectiveness, and their disciplinary backgrounds. Successful dossiers are those that are thorough and thoughtful, including quality examples of excellence and effectiveness that are contextualized in the self-assessment letter and/or narratives provided in each section. “Narratives” may repeat and expand upon information covered in self-assessment letters, providing more context to the documentation provided. The examples provided here are only for guidance and should not be taken as prescriptive. Dossiers will vary in design, content, and length.

Candidates should remember that ultimately it is their responsibility to develop their e-dossier in consultation with their committees and department head according to established criteria for excellence and effectiveness in their discipline(s). 

For all materials (other than current year letters which are submitted after the annual meeting) it is solely the candidate’s responsibility to upload needed documents into e-dossier.

Intefolio Assistance

Role Statement, Self-Assessment Letter, and Vita

Role Statement

  • Current, signed role statement (must have all signatures for the current academic year) 

Self-Assessment letter

  • Self-Assessment (typical recommended length is 5 pages). The self-assessment letter should clearly define the candidate’s areas of excellence and effectiveness as outlined in the role statement, labeling them as such with clear percentages provided.

Curriculum vita

  • Up-to-date, detailed C.V. that highlights areas of excellence and effectiveness.

Additional documents

  • Most candidates will not have information in this section.

Annual Reviews

The title of this section can be misleading. This section is asking for letters produced by your Tenure Advisory Committee (TAC) or Promotion Advisory Committee (PAC), Department Head, and the Dean. This section is not asking you for your annual review that is often conducted in the spring by your Department Head. 

Promotion-only candidates (tenured or term faculty) may not have letters for each year since their last promotion if they did not meet each year. Include all letters for the years that the Promotion Advisory Committee did meet. 

Advisory Committee Annual Review Letters

  • Include all Tenure Advisory Committee and Promotion Advisory Committee letters. They should be clearly labeled with their date (e.g., LastName Committee Letter 2025).
  • If you are seeking promotion to the ultimate rank (e.g. Professor or Principal Lecturer), only include PAC letters since your last promotion and/or tenure.
  • Organize in chronological order.

Department Head Annual Review Letters

  • Include each Department Head letter. They should be clearly labeled with their date  (e.g., LastName DH Letter 2025).
  • If you are seeking promotion to the ultimate rank (e.g. Professor or Principal Lecturer), only include PAC letters since your last promotion and/or tenure.
  • Organize in reverse chronological order.
  • Do not include spring annual evaluations.

Dean's Annual Review Letter, If Applicable

  • Include the Dean’s Letter for 3rd Year Review.
  • The Dean only writes a letter for tenure track faculty in year 3.
  • Term faculty and promotion-only candidates will not have this letter.

Additional Documents

  • Most candidates will have not information in this section. However, this section can be used for uploading annual spring department head evaluations if the candidate desires.

Teaching

Teaching Documentation

  • Candidates may include a teaching narrative and/or philosophy that may be identical to or expand upon that in the self-assessment letter. For assistance, see the Provost’s Teaching Documentation Resources.
  • A table of contents can be helpful for documentation that follows.

Additional Documents

Documentation must be provided for teaching related activities and performance. Policy 4004.2.2.1 states that “documentation supporting teaching performance must include student and peer evaluations” and may include other documents. This section, therefore, should start with:

  • IDEA teaching evaluations with student comments (in chronological order and clearly labeled)
  • Peer teaching evaluations

Other typical documents found in this section include but are not limited to:

  • Curriculum development evidence
  • Canvas courses (Contact CIDI for how to allow anonymous access to your courses)
  • Teaching recognitions and/or awards
  • Authorship of textbooks
  • Authorship of referred articles on teaching
  • Success of students in post-graduate endeavors
  • Evidence of supervised teaching and mentorship
  • Graduate student and undergraduate student mentorship in the classroom (including undergraduate researchers)
  • Community-engaged teaching
  • Student work and/or achievements tied to teaching mentorship
  • Syllabi
  • Assignments
  • Evidence of participation in Empowering Teaching Excellence events
  • Presentations of teaching at conferences/meetings

Research/Creative Activity

Research/Creative Activity Documentation

  • Candidates may include a research and/or creative activity narrative and/or overview that may be identical to or expand upon that it the self-assessment letter.
  • A table of contents can be helpful for documentation that follows.

Additional Documents

Typical documents found in this section include but are not limited to:

  • Evidence of research/creative activity productivity (including but not limited to publications, images, exhibits, performances, art, patents, community guides, etc). While annotation of these materials is not necessary, candidates may choose to annotate materials if the self-assessment and narrative need additional context.
  • External grant and funding information (include a cover page and brief summary)
  • Reviews of work (if applicable)
  • Additional supporting materials as appropriate to your research and/or creative activities

Extension

Extension Documentation

  • Candidates may include an extension narrative and/or overview that may be identical to or expand upon that it the self-assessment letter.
  • A table of contents can be helpful to documentation that follows.

Additional Documents

  • Evidence of extension engagement and impact
  • Community guides
  • Assessment materials
  • Other materials as appropriate to your extension appointment

Service

Service Documentation

  • Candidates may include a service narrative that is identical to or expand upons that in the self-assessment letter. Evidence should include service at the department, college, university, and professional levels.
  • A table of contents separating this documentation into those listed levels of service may prove helpful.

General Appendix

Appendix Materials Additional Documents

While most candidates will not have materials here, materials that are relevant to the case but do not fit in one of the above sections may be included here at the candidate’s discretion.