Faculty Handbook & Constitution - Lee University

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_________________LEE UNIVERSITY FACULTY HANDBOOK & CONSTITUTION_________________Example: ScholarshipI will research, write and present a paper at the C.S. Lewis Conference in KansasCity next fall.OrI will read six books in my discipline in the coming year: From Puritanism toPostmodernism by Richard Ruland, History of Reading by Alberto Manguel, TheRough Guide to Cult Fiction by Paul Simpson, The Modern American Novel byMalcolm Bradbury, Stranger Shores by J.M. Coetzee and The Myth of theGoddess by Anne BaringService goals may include service to the university, to students, to one’s churchhome or to the community at large. These goals should reflect voluntary effort in any orall of these areas. Memberships in university, church-related or civic organizations maybe listed here as well as any volunteer activities performed for groups in various contexts.Some professional expertise provided in any of these contexts outside the normal courseof events may be listed here. Mentoring, strengths-vocational advising and other servicesprovided in the university context are also appropriate in this category.Example: Service GoalsI will volunteer regular hours in the counseling center at The Caring Place.OrI will assist with the music ministry in my local church.OrAs sponsor of the College Democrats I will devote extra time and resources toevent planning, student recruiting and guest scheduling.All faculty goals should represent fresh, targeted or significant effort and shouldnot reflect the kinds of activities one is naturally expected to do either in employment oras part of good citizenship. For example, “being available to my students,” “beingpunctual to my classes,” “doing my best at teaching,” “attending faculty and departmentmeetings,” “faithful church attendance,” “voting during elections” and other commonactivities that ordinarily form part of reasonable expectations are not legitimate goalitems. Should any of these categories form part of cited areas of improvement, however,the faculty member would be advised to address them as goals in that context.Goals Assessment on the PAC and PARAn important part of the Professional Activities Contract and the subsequentReport is the assessment of performance goals. All the goals on the PAC should beassessed in some way on the PAR, but the most important goals for which some form ofassessment is required are the teaching performance goals. The faculty member isasked to delineate on the PAC how he or she will know that the teaching goals areachieved.11 - 6 Faculty Evaluation
_________________LEE UNIVERSITY FACULTY HANDBOOK & CONSTITUTION_________________Example: Teaching PerformanceMy ratings in “encourages students to think for themselves” is below the mean forthe department, school and university. To address this weakness, I will readEngaging Ideas to learn better methods for encouraging independent thinking; Iwill observe teachers who do this well to get an idea of their techniques; I willinvite a colleague to observe my class and coach me in this area, and I will attendExcellence in Teaching sessions that relate to critical engagement.Means of Assessment: To assess my progress, I will ask my department chair toobserve my classes with this specific goal in mind and to give me targetedfeedback on my engagement of students in independent thinking. My goal is toraise my mean student rating score on this item from 3.5 to 4.0 by the end ofspring semester, and to receive a positive evaluation from my department chair’sobservation.Assessment Outcomes: This goal was achieved. My department chairobservation rating in fall semester was 3.5, and it was 4.0 in the fall. My meanstudent course evaluation score on this item for the year was 4.2.I found the book Engaging Ideas to be very helpful, but I benefited most fromobserving other classes and from having a “coach” observe my class and workwith me on improving in this area.Assessment will depend to some degree on the kind of goal written. In the case ofachievement goals in which a list or a specific activity is projected, self-reporting issuitable. The faculty member need only report whether he or she accomplished theanticipated task or activity. If a documented need for improvement is cited, then the samedocumentation used to indicate the need can be used to indicate whether or not the goalwas attained.For strengths-based or mission-oriented goals, as well as other teaching-relatedgoals, the faculty member may use a variety of possible assessment tools. Courseevaluations and Chair observations may be used. Faculty may also implement a varietyof informal feedback options, such as brief surveys strategically administered throughoutthe semester to document student response. Another option is to make use of peerreview, a process that might entail allowing one’s self to be observed and reviewed by acolleague either in or out of the department or discipline.11 - 7 Faculty Evaluation
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Faculty Handbook & Constitution - Lee University

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