Productive and ( Potentially) Painless Preparation for the Faculty Review

1. Productive and (Potentially) Painless Preparation for the Faculty Review Faculty Welfare Committee 2012-2013

2. Let’s discuss… • Why do reviews? • What to prepare for the review • Chair’s role in review preparation • The faculty review itself • What happens afterward

3. Why do reviews? • Evaluation of faculty work • (preparation for) tenure decisions • merit assessments • Formative assessment for faculty development • opportunity for self-study, reflection • peer review of professional work

4. Preparing for the review • Review report • Supporting materials

5. Preparing for the review Review report: • curriculum vitae • personal statement (10-15 pages?) • SRI summary data / IDEA summary reports • grading tendencies report

6. Preparing for the review Personal statement: • work as teacher and advisor • teaching and advising philosophy • specific teaching responsibilities • specific teaching/learning objectives • description of pedagogical approaches • assessment of student outcomes, responses • improvementgoals for next few years

7. Preparing for the review Personal statement: • scholarly/professional work • your scholarly interests/agenda • recent professional expression (e.g., publications, presentations, creative work) • professional service, if any • professional goals for the next few years • [TT, year 2: plans for pre-tenure paid leave]

8. Preparing for the review Personal statement: • service to campus/community • department/program-level activity • campus-level activity • community-level activity • goals for the next few years

9. Preparing for the review Supporting materials: • individual SRI / IDEA forms for all classes • sample course syllabi, assignments, other class materials • “evidence of student learning” • representative sample evidence of professional work, service work

10. Preparing for the review Evidence of student learning…? • depends on the discipline, classes • could be: sample papers, exams, projects, performances; pre- and post- test data; student reflections, self-reports • should be: • connected to clear objectives (explain how!) • range of student performances

11. Preparing for the review Making sense of student evaluations: • they are only one source of evidence! • numbers and student comments are points of conversation: how can they be explained vis-à-vis your goals, practices?

12. The department’s role in review prep The chair should: • observe teaching, provide feedback • examine SRIs and other review materials, provide feedback • prepare brief reports, share with the faculty member and tenured faculty • annual departmental review (formative) • letter to FWC for reviews (more evaluative)

13. The department’s role in review prep The tenured faculty should: • observe teaching, provide feedback to the review candidate • examine SRIs and other review materials • provide chair with feedback for reports • serve as resources to fellow faculty; support a culture of development

14. The review itself • you, department chair, FWC panel • opening statement (5 minutes max) • questions, conversation for about 30-40 minutes • FWC conversation with chair

15. What happens next? • FWC prepares a response letter with evaluative feedback • debriefing meeting (you, department chair, division chair, FWC chair) • faculty member and chair should discuss the review and the feedback letter; prepare for next annual department review

16. What’s the bottom line? • Reviews aren’t just for “judging you”; they are unique opportunities to examine and reflect on your work for formative feedback and development • Department and division chairs are your best source for help… ask us!

17. Questions?