Adas Handbook
Frida Kosofsky
As a result of these challenges, some autonomy programs are hesitant to invest in V&V early on in their development, hoping that it will get easier to establish V&V processes once their system is developed further. However, those programs might overlook the fact that foundational development and testing practices are best established jointly. By setting up the right foundations early and incrementally maturing V&V processes over time, teams can develop autonomous systems more efficiently against clearly defined goals, avoid delays, and achieve a safer, more performant end product.
As seen in Figure 1, early-stage autonomy programs do not typically have a formal safety governance structure or a formal release validation process yet. They usually, however, already define their target operational design domain (ODD), define their end use case, and set up minimal requirements tracking in spreadsheets or documents. In terms of test environments and coverage, autonomy programs in earlier stages often heavily rely on closed test track testing while also utilizing model-in-the-loop (MIL), hardware-in-the-loop (HIL), and potentially software-in-the-loop (SIL) testing. They might track coverage lightly by the number of overall tests. Mid-stage programs use a mix of MIL, SIL, and test track testing while ramping up HIL, vehicle integration, and real-world testing. These programs measure coverage as the number of tests split by scenario category. Late-stage programs use all test environments and execute the majority of tests in simulation to save cost and scale more effectively. They pursue rigorous requirements coverage, scenario parameter space coverage, map coverage, and statistical ODD coverage.
Our V&V handbook lays out best practices around these and other V&V aspects that autonomy programs can follow during early-, mid-, and late-stage development to accelerate their progress beyond the status quo.
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Note from Provost Dr. Betsy Morgan: This handbook exists to provide up-to-date practical information for chairs and university staff (Dean's Assistants, Academic Department Associates (ADAs), University Services Associates (USAs), etc.). In addition, the handbook focuses on the roles, responsibilities, and the professional development of department chairs. Whenever possible, this handbook links to existing web pages to maximize currency. Users are invited to submit feedback, notice of broken links, and/or edits/modifications to pro...@uwlax.edu. The handbook is updated annually.
Background. Dr. Becky LeDocq (Math) created this handbook building the content UWL's talented and committed chairs and ADAs including Kary Auby, Sibbie Weathers, and Mary Grattan. The development of the handbook was, in part, based on the recommendations of a Provost's Faculty and Staff Academic Leadership Development Task Force (2015). This handbook was updated in July 2021 by Mary Grattan, Krista Shulka, Kathy Thoen, Antoni Walker, Taylor Wirkus and Becky Yoshizumi.
Once you've been appointed chair, notification will be sent to various offices on campus, including the Business Services Office, which will set you up for online access to the departmental account(s). Every department has at least one budget (the basic departmental budget) and may have many more. Access to information on these accounts is through WISER (see Section III below).
Department chairs are considered the supervisor for various types of employees within the department. Depending on the department, these may include faculty, academic staff, university staff, and/or students. Different personnel procedures are associated with each employee type.
The Human Resources Office is your source of information for policies, procedures, benefits and services for all campus personnel. Every department chair will be involved in personnel decisions for faculty and/or academic staff (instructional or non-instructional) and at least one university staff member: the Academic Department Associate (ADA) or University Services Associate (USA). Other types of employees will be more variable across departments.
It is likely that at some point in your tenure as department chair, you will have the opportunity to recruit new faculty or staff. This process begins with requesting the position. This is required whether you would like to retain a position that has opened up due to a retirement in your department, or you are requesting a new position. For faculty and instructional academic staff, the process for requesting a position can depend on the funding source. Check with your College Office for more information.
The Human Resources webpage has all of the pertinent information on the mechanics of the recruitment process. Included are process and approval flow charts, search and screen planning and procedures, advertising guidelines and templates, and information on hiring a foreign national. There is also a Toolkit which provides materials on confidentiality requirements for interviewing, interview question banks, and tips on preparing for the interviews. Make sure that you contact HR prior to starting your search. They will help lead you through the process, including lessons on how to use PeopleAdmin. All searches now use electronic submission of application materials and search committees will access these materials through this software. As the search progresses, the approval process for bringing candidates on campus and eventually for hiring will all be accomplished through PeopleAdmin.
It would be difficult to exaggerate the importance of searches to the department and the university, most especially searches for tenure-track faculty. Each person in the department affects the success of the program, and a new person will invariably bring change to the department. A search is about shaping the department, not just adding a person. Even if a department wanted to replicate exactly a person who's just retired or left for another job, this is never possible. Each search provides the opportunity for a department to think again about mission and identity, about new perspectives or approaches that might be brought in, as well as any common characteristics you would like to preserve. Diversity in terms of gender, race, class, ethnicity, and region of country are important, as well as the obvious characteristics of field, methodology, intellectual perspective, or type of graduate training.
UW-System rules require that all faculty be reviewed annually (See UWS 3.05 and UWL 3.05 Periodic Review). For tenured faculty, this review is typically accomplished by the Merit Review Process, which is a part of the department bylaws. In addition to the merit review, probationary faculty also go through an annual Retention Review (both contract and non-contract years). Details on the retention process can be found on the Academic Affairs webpage under resources.
Both the candidate and the department create electronic reports through Digital Measures. The chair is typically responsible for creating the department report: Retention Report-Departmental. Information on using Digital Measures (at individual and department level).
The promotion process for faculty is well documented and there are lots of resources available for both the department and the applicant. In particular, the Human Resources webpage has faculty promotion resources. The Human Resources site includes a description of what needs to be prepared by the department and the promotion schedule with important deadlines. Typically, recommendations for promotion are due from the department chairs to the deans or division officers in early November.
Central to the identity of a department is its curriculum: the courses that are offered, for both non-majors and majors, and the structure of the requirements for the major and minor(s) in the department. This is an area where the big picture is very important, and where the big picture is easily lost. Some things to consider:
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