Teaching, Scholarship, and Service

1. Teaching, Scholarship, and Service The elements of an academic career. mv, kj

2. Approach the coming years knowing: • You are free. • You teach as you choose. • You research as you choose. • You serve as you choose. • There are 24 hours in a day. • You will be evaluated.

3. Schedule of Evaluation and Retention for Probationary Faculty • Aggressive (don’t be daunted) • Creates a paper trail (to your benefit) • Think feedback, NOT weed-out • Designed to foster development and success

5. Materials for Retention, Tenure and Promotion Files • The following information refers to files that are received for review in the Office of Academic Affairs. Additional materials may be required by your College or Department • Required Materials for Files Received in Academic Affairs • Dean's recommendation • Chair's recommendation (unless chair votes with faculty) • Department/Personnel Committee decision (with vote) • Summary of peer evaluations • Summary of results from the Student Evaluation of Instruction form for a minimum of three preceding years. The results should have been returned to you in a format that identifies the faculty member’s median on each item and the median for comparable courses for each item. You should not try to manipulate these numbers any further by creating means or other summary statistics. Simply include a copy of the report for each course/section in the personnel file you forward to the Academic Affairs Office. NOTE: For evaluations administered prior to the 2004-2005 year, you should submit a chart of scores for questions 6 & 7 on the former version of the Student Evaluation of Instruction form. • Peer reviews of non-refereed presentations or publications (if included under scholarship) • Current vita • Desirable Materials for Files Received in Academic Affairs • Individual peer teaching observation reports • Summary of results from the Student Evaluation of Instruction form since hire (for retention, tenure and promotion to Associate Professor) or since last personnel action (for promotion to Full Professor). See above for appropriate format. • Student comments - typed list by course, not individual sheets • Brief self-reflection (no more than two pages) • Copies of cover pages of published work • Material Not Desired in Files Received in Academic Affairs • Complete articles or books • Samples or photographs of works created • Formative evaluations of teaching • Use of a small (one-and-a-half inch) three-ring binder with tabs separating the different kinds of materials is helpful.In some cases additional documentation may be requested if needed for adequate review.

6. Be Aware! • With the different levels of evaluation (department, dean, provost), there are different expectations of what items will be submitted. • Department’s tend to require more items than Deans or the Provost. • Learn and live your department’s rules. • Ask for instruction from your department. (e.g. format for dossier?) • Start a file of retention materials. Be vigilant about organizing and updating.

7. How will I be evaluated? • Evaluation is on achievements in teaching, scholarship and service. • Broad Guidelines found in University Handbook. • More specific guidelines are in the Teaching, Scholarship and Service document. • Discipline-specific criteria for evaluation should be defined in department rules or policies.

8. Materials for Retention, Tenure and Promotion Files • The following information refers to files that are received for review in the Office of Academic Affairs. Additional materials may be required by your College or Department • Required Materials for Files Received in Academic Affairs • Dean's recommendation • Chair's recommendation (unless chair votes with faculty) • Department/Personnel Committee decision (with vote) • Summary of peer evaluations • Summary of results from the Student Evaluation of Instruction form for a minimum of three preceding years. The results should have been returned to you in a format that identifies the faculty member’s median on each item and the median for comparable courses for each item. You should not try to manipulate these numbers any further by creating means or other summary statistics. Simply include a copy of the report for each course/section in the personnel file you forward to the Academic Affairs Office. NOTE: For evaluations administered prior to the 2004-2005 year, you should submit a chart of scores for questions 6 & 7 on the former version of the Student Evaluation of Instruction form. • Peer reviews of non-refereed presentations or publications (if included under scholarship) • Current vita • Desirable Materials for Files Received in Academic Affairs • Individual peer teaching observation reports • Summary of results from the Student Evaluation of Instruction form since hire (for retention, tenure and promotion to Associate Professor) or since last personnel action (for promotion to Full Professor). See above for appropriate format. • Student comments - typed list by course, not individual sheets • Brief self-reflection (no more than two pages) • Copies of cover pages of published work • Material Not Desired in Files Received in Academic Affairs • Complete articles or books • Samples or photographs of works created • Formative evaluations of teaching • Use of a small (one-and-a-half inch) three-ring binder with tabs separating the different kinds of materials is helpful.In some cases additional documentation may be requested if needed for adequate review.

9. Peer Evaluation of TeachingTeaching, Scholarship, Service Document • Course content • Course objectives • Grading policies • Course examinations • Course organization • Quality of student achievement

10. Prior to the visit, faculty observer gathers: • The course objectives • Objectives for the day of the visit

11. During the visit, faculty observer attends to : • The structure and goals for the course (e.g. appropriate integration of modes of instruction; class activities tied to goals.) • Presentation skills (e.g. eye contact; speaking rate and intensity; language usage; distracting mannerisms) • Rapport with students (e.g. equability; student receptiveness; respect) • Mastery of content (e.g. adequacy; currency; content sequencing) • Listing of strengths and weaknesses in teaching performance

12. After the observation, observer and candidate meet: • Report on the observations • Give the candidate an opportunity to comment on the observations and any other aspect that might reasonably have affected the instruction that day

13. Following the post-visit meeting, observer writes a summary of: • the observation in the context of the instructor's objectives, • comments made at the meeting following the observation, and • any other relevant material.

14. Materials for Retention, Tenure and Promotion Files • The following information refers to files that are received for review in the Office of Academic Affairs. Additional materials may be required by your College or Department • Required Materials for Files Received in Academic Affairs • Dean's recommendation • Chair's recommendation (unless chair votes with faculty) • Department/Personnel Committee decision (with vote) • Summary of peer evaluations • Summary of results from the Student Evaluation of Instruction form for a minimum of three preceding years. The results should have been returned to you in a format that identifies the faculty member’s median on each item and the median for comparable courses for each item. You should not try to manipulate these numbers any further by creating means or other summary statistics. Simply include a copy of the report for each course/section in the personnel file you forward to the Academic Affairs Office. NOTE: For evaluations administered prior to the 2004-2005 year, you should submit a chart of scores for questions 6 & 7 on the former version of the Student Evaluation of Instruction form. • Peer reviews of non-refereed presentations or publications (if included under scholarship) • Current vita • Desirable Materials for Files Received in Academic Affairs • Individual peer teaching observation reports • Summary of results from the Student Evaluation of Instruction form since hire (for retention, tenure and promotion to Associate Professor) or since last personnel action (for promotion to Full Professor). See above for appropriate format. • Student comments - typed list by course, not individual sheets • Brief self-reflection (no more than two pages) • Copies of cover pages of published work • Material Not Desired in Files Received in Academic Affairs • Complete articles or books • Samples or photographs of works created • Formative evaluations of teaching • Use of a small (one-and-a-half inch) three-ring binder with tabs separating the different kinds of materials is helpful.In some cases additional documentation may be requested if needed for adequate review.

15. UWSP’s Student Evaluation of Instruction Form • Summative versus formative items. • For most items, low numbers are “better”

16. Unless you are otherwise instructed, please answer all items on a scale of 1=strongly agree to 5=strongly disagree. ITEMS ABOUT THE STUDENT: 1. I completed all assigned tasks before coming to class. 2. I came to this course with a strong interest in learning this material. 3. I sought out the instructor when I needed help with course content. 4. I made a serious effort to attend class regularly. 5. I expect to receive the following grade in this course 1—A or Pass 2—B 3—C 4—D 5—F 6. Why did you enroll in this class? (mark all that apply) 1—GDR 2—Required for major/minor 3—elective for major/minor 4—general elective 5—recommended by advisor 6—sounded interesting ITEMS ABOUT THE COURSE: 7. The course objectives and requirements were clear. 8. The course materials and activities were relevant to the course objectives. 9. Based on the course objectives and requirements, the course workload was Much too low low appropriate high much too high 1 2 3 4 5 10. I learned a lot in this course. 11. Overall, this was a good course. ITEMS ABOUT THE INSTRUCTOR: 12. The instructor organized the course material well. 13. The instructor demonstrated enthusiasm for the subject matter. 14. The Instructor treated students with courtesy and respect. 15. The instructor encouraged participation in class. 16. The instructor welcomed interaction outside of class for academic support. 17. The instructor provided useful feedback on my performance. 18. Overall, the instructor taught this course effectively. UWSP’s Student Evaluation of Instruction Form

17. UWSP’s Student Evaluation of Instruction Form • Summative versus formative items. • For most items, low numbers are “better” • Score for each item is compared to those from departmentally chosen courses • For each item in each course/section, the “modified median” is reported.

18. Student Evaluation of Instruction • Form is administered within final quarter of the semester during a scheduled class meeting. (you choose) • Form is distributed/collected by students turned in according to departmental procedure. • Form is summative. You may wish to administer your own formative survey earlier in the semester. • Scores are reported to you after final semester grades are submitted to the office of records.

19. Presentation and Interpretation of Results • Modified medians should not be averaged. • Include a copy of each reporting form for each course/section • There is no magic acceptable number • Evaluations offer one piece of evidence in a complex picture • Evaluations tend be better at finding problem areas than distinguishing good from great

20. Student Evaluation of TeachingTeaching, Scholarship, Service Document • Cumulative ratings over several semesters/years and from a range of courses are used and caution is used in interpreting results from classes of 15 or fewer students since scores for classes of this size generally tend to be higher than for larger classes (Seldin, 1984, p. 135). • At least 75% of the students in the class complete the form • The scores for other faculty in the department are available for comparison purposes • The candidate's scores are compared to departmental scores. Whenever possible, these comparisons should be made with scores for courses having similar characteristics (e.g. size; level of student) (Seldin, 1984, p.137).

21. Six Criteria for ScholarshipTeaching, Scholarship, Service Document • Be clearly defined • Require a level of expertise that reasonably could be expected of a university faculty member • Use methods and procedures appropriate to the task • Be well-documented • Be available to the academic community for review and comment • Have disciplinary and/or pedagogical value

22. ScholarshipTeaching, Scholarship, Service Document “Scholarship is not an esoteric appendage; it is at the heart of what the profession is all about. All faculty, throughout their careers, should, themselves, remain students. As scholars, they must continue to learn and be seriously and continuously engaged in the expanding intellectual world. This is essential to the vitality and vigor of the undergraduate college.” - Ernest L. Boyer

23. General Educational ServiceTeaching, Scholarship, Service Document • Diverse forms of interaction between the faculty member, the campus, and the community • Should be tied to the mission of the department/unit and the university • Know what your department/unit expects. Seek clarity. • Service expectations tend to be minimal at first and then gradually increase. • Be prudent about your time commitments.