Faculty Annual Activities Evaluation
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- Dates to Remember
- Professional Development
- Annual Evaluation of Faculty Activities
- Important Documents & Forms
- Awards for Excellence
- Faculty Resources
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Faculty Annual Activities and Assessment Reports, which reflect professional development, are recorded yearly and are important determinants in tenure and promotion decisions. This form is due to the Dean's office no later than June 1. (This form is fill-able and save-able)
The Annual Faculty Evaluation Form, completed by the College Dean takes into consideration the responses from the Annual Faculty Activities and Assessment report. (This form is fill-able and save-able)
Evaluation of Faculty members is done yearly to provide feedback to faculty to facilitate their professional development; and to evaluate faculty members for merit pay increases, promotion to the next academic rank, and the granting of tenure.
Faculty are evaluated yearly by their division chair or the comparable unit chair. The evaluation are in three areas: teaching effectiveness, professional development, and university service. Information for this evaluation comes from yearly faculty activities reports and other sources of information faculty may choose to provide. Ratings in each of the areas are combined to provide a total rating. The ratings are used in making merit, tenure and promotion decisions.
After the division chair arrives at an evaluation, it is discussed with the faculty member, who may dispute some or all of the evaluation in writing and send this to the college dean. The college dean reviews the evaluation (and attached comments by the faculty member), and either concurs with the division chair's evaluation or changes the evaluation. If the evaluation is changed, the college dean must notify the division chair and faculty immediately and provide reasons for the change. The college dean's evaluation is sent to the Provost who may approve or change the evaluation. If the evaluation is changed, the Provost must notify the college, dean, the division chair and the faculty member and provide reasons for the change.
Faculty should keep both their yearly faculty evaluation reports and their yearly evaluations. This information will present a central part of their portfolio for tenure and promotion as well as post-tenure review.
Teaching effectiveness is assessed by a review of the basic facts of a faculty member's teaching career, courses taught, course research, courses planned and revised. The IDEA Student Ratings of Instruction which measures student perception of faculty teaching is administered in the fall term in the classed of all faculty and in each term for non-tenured faculty. Division chairs are expected to use the information provided by this scale judiciously, taking into account class size, whether courses are required or are electives, and whether the students are majors or non-majors. Particular attention is paid to broadly stated questions (i.e. overall teaching effectiveness). Simple ranking of faculty according to their scores is avoided, and, unless faculty scores deviate by one standard deviation above or below the average for the faculty as a whole, individual items are not used to designate a professor's performance as inferior or superior. In lieu of scores significantly higher or lower than the university average, ratings are taken at face value.
Although the primary activity required of the faculty is teaching, the university expects a faculty member to continue to develop professionally beyond the award of the terminal degree. Information recorded on the Faculty Activities Report is used to evaluate a faculty member's professional development. Activities which contribute to a positive rating in this area include research and scholarly projects, application for an the award of grants, preparation of work for publication, presentation of work at professional conferences, and publication of professional work. In addition, participation in professional organizations, holding office in such organization and attendance at professional meetings can be expected to enhance evaluations in the area of professional development. Faculty members are encouraged to review their professional activities proactively at the beginning of each academic year with their division chair to determine the evaluation they could expect if they were successful in completing their planned activities. If the provisional evaluation is not satisfactory to the faculty member, he/she may request that the division chair provide a description of additional activities or accomplishments that would raise the ratings to an acceptable level.
In addition to teaching, the university expects the faculty to serve as advisors to students, keep regular office hours, participate in the university speakers' bureau, serve on committees, and attend scheduled meetings, functions, and graduation ceremonies. Division chairs evaluate the faculty member's university service based on activities summarized in the yearly Faculty Activities Report. Activities which are considered when faculty are evaluated include: serving as division chair, service as the char of a committee, developing a campus program; serving as s department chair; active involvement in the form of sponsorship of student organizations; research and independent study projects and internships; serving as a director of a campus program or an advisor to a large number of students; participating in activities with students (specified); serving on committees; and participating in admissions function, campus programs or telethons.
As in the area of professional development, faculty can ask for a provisional evaluation (prior to the actual one) in this area, and ask for suggestions by the division chair or dean about how to improve the evaluation.