BVUFaculty Self-Evaluation Instructions

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					BVUFaculty Self-Evaluation Instructions
Purpose Statement
The quality of the academic program at BVU rests on the quality of our faculty. Your continuing
development as a Buena Vista University faculty member is critical to achieving our mission of
academic excellence. The self-evaluation process has been designed to provide an important
framework within which to develop, record, communicate, and evaluate your annual contributions
to the institution’s mission.
    The faculty self-evaluation is a tool that permits you to identify your goals and achievements
in four areas. Please review the four areas of contribution described on the pages of these self-
evaluation instructions: teaching effectiveness, academic advising, service, and professional
engagement. Use these descriptions to spark your own specific, thoughtful, and reflective
evaluation of the preceding academic year. Present your completed self-evaluation to your School
Dean for review and commentary. Your Dean will forward your self-evaluation to the VPAA
along with a merit pay recommendation. You may wish to share your self-evaluation with your
Peer Review Team (if you are a non-tenured faculty member who has such a team). Also, you may
wish to share this with other colleagues whom you have asked to evaluate your work in order that
they have an appropriate context with which to begin that evaluation.
    As you complete your self-evaluation, you ought to review the annual plan that you created
for the year under review. Ask yourself, “How ought my annual plan inform this self-evaluation?”

For the self-evaluation instructions, form, and an example of a completed self-
evaluation, see http://FAPP.bvu.edu


Buena Vista University’s Mission
Buena Vista University is an independent, regionally acclaimed, comprehensive
teaching institution dedicated to “education for service.” Buena Vista University
aspires to become the nation’s leading “New American College” while retaining its
Presbyterian heritage. The University prepares students for leadership and service in
an information-driven, global society. The traditional disciplines provide a
framework for a curriculum that prepares students for the professions and life-long
learning.




Buena Vista University Faculty Self-Evaluation Instructions                        Page 1 of 4
Category #1Teaching Effectiveness
In keeping with the mission of Buena Vista University, teaching is the most important area of
faculty performance.
     Effective teaching stimulates students’ interest, increases their knowledge, requires them to
engage in critical analysis, respects their scholarly efforts, and assesses those learning objectives.
Excellent teachers can articulate their teaching philosophies, align appropriate teaching strategies
with those philosophies, define learning outcomes, develop and use effective delivery
methodologies, and assess the success of those strategies and methodologies. Many ways exist to
structure, deliver, and assess educational experiences, especially across the wide array of academic
disciplines. BVU expects that all faculty members will demonstrate and document activities and
behaviors—in and outside the classroom, lab or studio—that are consistent with the values of
effective teaching, and result in positive learning outcomes for students. Your self-evaluation
permits you to document and reflect on how you demonstrate these activities, behaviors, and
outcomes.
     High quality teaching extends to activities outside of the classroom, which support excellence
in teaching in the classroom. Examples of such activities are, but are not limited to,
encouragement of the use of the Center for Academic Excellence, development of student tutor
programs and student help sessions, and extended discussions using new information technologies
such as CourseInfo.


Examples of teaching activities may include but are not limited to:
 Teaching load—number and nature of courses.
 Participation in curriculum development, in interdisciplinary courses and programs, in Peer
  Review teams, and in pedagogical conferences, field trips, and workshops.
 Development and implementation of new teaching strategies and techniques.


Evidence of teaching effectiveness may include but is not limited to:
 Personal analysis of teaching growth and achievement.
 Peer analysis of course development and student achievement.
 Student evaluation of classroom effectiveness.
 Pre- and post-test results of student values, skills, and knowledge.
 Alumni analysis of classroom experience.




Buena Vista University Faculty Self-Evaluation Instructions                           Page 2 of 4
Category #2Academic Advising
Academic advising is another key faculty contribution to the success of our institution. Students
should expect that they may contact their faculty advisors for mentoring in their chosen fields, for
guidance in planning their academic careers, for assistance in choosing a course of study suited to
their needs, and for explanation of graduation requirements. Effective faculty advisors
successfully assist their students in these activities.

Examples of academic advising activities may include but are not limited to:
 Academic advising of students.
 Mentoring of students.
 Advising a co-curricular activity.

Evidence of advising effectiveness may include but is not limited to:
 Number of advisees and advisee graduates.
 Personal analysis of advising success.
 Peer analysis of your development of advising materials and strategies.
 Student analysis of advising achievement.
 Alumni analysis of advising experience.




Category #3Service
The vitality of an institution of higher learning rests in large measure on the commitment of
faculty members to participate in the governance process as well as to use their expertise by
engaging in activities both on and off campus. By its collegial nature, Buena Vista University relies
upon the involvement of faculty, including contractual administrative duties as well as outreach
activities to further college partnerships. Service—such as part-time directorship of an academic
program or activity, faculty governance, meeting with prospective students, interviewing
scholarship candidates, and participating in committee work—is an essential responsibility of the
faculty. All faculty members are expected to demonstrate that they have played an effective part
in their schools, the university, the community and the world at large.
Service activities may include but are not limited to:
 Participation in on-campus committees or off-campus organizations.
 Election or re-election to public office.
 Appointment or reappointment to campus leadership positions.
 Directorship of an academic program or activity.

Evidence of service effectiveness may include but is not limited to:
 Personal analysis of service success.
 Internal or external peer analysis of service achievement.
 Alumni analysis of service experience.




Buena Vista University Faculty Self-Evaluation Instructions                          Page 3 of 4
Category #4Professional Engagement
The University recognizes that professional growth, scholarship, and other kinds of creative
activity can take a variety of forms. At a New American College, faculty members are involved in the
scholarships of Discovery, Integration, and Engagement (as well as the Scholarship of Teaching),
which create new knowledge as well as link work in the disciplines both to the classroom and to
the community.1
    The Scholarship of Discovery takes the form of traditional research with subsequent
publication of results, or in the production of new works of art, theater, music or the like.
    The Scholarship of Integration takes the form of faculty overcoming the isolation of the
disciplines, making connections within and between disciplines, altering the contexts in which
students view knowledge—interdisciplinary course offerings and collaborative teaching are
examples of Integration.
    The Scholarship of Engagement connects the theory of the classroom with the practices of
the community, applying knowledge in ways that seek to improve community practices—service
learning is an example of Engagement.
    Other forms of scholarship and professional growth, unspecified here, may also develop, and
are welcome developments in a faculty career.

Professional engagement activities may include but are not limited to:
 Scholarly presentations.
 Participation in scholarly meetings as program chair or moderator.
 Professional consulting in your academic discipline.
 Fellowship or research awards including grants.
 Reviewer or editor of professional publications or productions.
 Construction or performance of creative works such as painting, photography, music, and
   plays.
 Scholarship resulting in published work or resulting in tangible, yet unpublished work.
 New interdisciplinary course offerings or significant new connections across disciplines.
 Course offerings that connect the classroom to the community, offering students an
   opportunity to practice theory in ways that permit them to improve community life such as
   student participation in literacy programs or student development of environmental
   improvement projects.

Evidence of professional engagement effectiveness may include but is not
limited to:
 Personal analysis of professional success.
 Internal and/or external peer analysis of professional achievement.




1
 Glassick, Charles, Huber, Mary, and Maeroff, Gene. Scholarship Assessed, Evaluation of the Professoriate.
Jossey-Bass Publishers, San Francisco, 1997.
Buena Vista University Faculty Self-Evaluation Instructions                                  Page 4 of 4