EPSB - University of the Cumberlands

Faculty also serve on the Teacher Education Admissions Committee (TEAC), the GraduateEducation Committee (GEC), and on various other committees at the institution.5e. Unit Evaluation of Professional Education Faculty PerformanceUnit Evaluation of Professional Education Faculty Performance –Initial Teacher PreparationUnit Evaluation of Professional Education Faculty Performance –Advanced PreparationAcceptableAcceptableSummary of Findings:There is a systematic process in place for the evaluation of part-time and full-time unit faculty.Part-time faculty teaching is assessed through student evaluations, which are completed at theconclusion of every course. Course evaluations for on-line courses include additional items thatspecifically address criteria related to on-line teaching. The department chair then provides asummary statement to each faculty member based upon his or her course evaluations, along withadditional comments and recommendations.A similar form, which includes a summary statement based on course evaluations, faculty selfevaluations,and observations, is used for providing feedback to full-time unit faculty. ThePolicies and Procedures manual states that “Each department chair will select the courses to beevaluated for each member of his/her department. . . Faculty members who have been at theUniversity of the Cumberlands for two years or less are to be evaluated in every course taught inthe evaluation semester” (Policies and Procedures Addendum, p. 15). Full-time faculty membersare required to submit an annual self-evaluation that includes a discussion of their teaching,scholarship, and service, with accompanying objectives and an action plan for continuedprofessional growth. Page 88 of the institutional report documents a number of changes that havebeen made as a result of the faculty assessment and review process.5f. Unit Facilitation of Professional DevelopmentUnit Facilitation of Professional Development – Initial TeacherPreparationUnit Facilitation of Professional Development – AdvancedPreparationAcceptableAcceptableSummary of Findings:Faculty vitae and other exhibit room documents indicate that faculty routinely attendprofessional meetings and conferences in order to enhance their professional knowledge andskills and to meet the objectives outlined in their annual growth plans. The institution providesfull-time faculty with $800 annually to support their professional development goals. Thesefunds can be used for memberships in professional organizations, for professional travel, and forother scholarly activities such as the development of publications. A limited number ofImmersion Grants are available to support “more intensive and extensive research and26