Standard 5. Element Six: Unit Evaluation of Professional Education Faculty

 

The unit’s faculty evaluation system follows the policies and procedures as outlined in the Virginia State University Faculty Handbook (Exhibit 5.1). The minimum requirements for annual evaluation of collegiate/instructional faculty, and for Agricultural Research and Extension faculty with instructional assignments, include student course evaluations, classroom observations, and faculty portfolios. For purposes of evaluation, the faculty portfolio is of primary importance; however, student course evaluations and classroom observations should be used to confirm that the faculty member has achieved the goals presented in the faculty portfolio. The following guidelines are essential to the evaluation process: (1) Teaching Effectiveness – Effectiveness as a teacher can be demonstrated by a review of the following: knowledge of a subject/field including current developments in that field, ability to develop effective curriculum materials, to organize and effectively present course work, to elicit student interest and to contribute generally to student academic progress in a significant way; (2) Effectiveness in Scholarly Activities – Scholarly work takes various forms and can be demonstrated by such achievements as publications in learned journals, fine arts creations, artistic performances or presentation of the results of original research. The quality of the individual’s scholarly approach, capacity for independent thought, originality and research output must be considered; and (3) Effectiveness in Service – Service functions may be those performed for the University, the Commonwealth of Virginia, and regional, national and international groups.

 

Unit faculty are evaluated as “Outstanding,” “Noteworthy,” Satisfactory,” or “Unsatisfactory” in the areas of teaching effectiveness, effectiveness in scholarly activities, and effectiveness in service. Table 61 indicates the number of professional education faculty in the Unit (2004-2005) and a summary of faculty members who performed at each level, based on self-evaluations and chair evaluations of faculty portfolios.

 

Evaluations are used to improve:

Teaching

1.      Based on the conceptual framework and the faculty evaluation process, knowledge of learning, teaching, and student development is used to inform decisions on the improvement of teaching.

 

Scholarship

1.      Based on the conceptual framework and the faculty evaluation process, a variety of sources of information is used to improve teaching practices.

2.      In addition, faculty are encouraged to research best practice and produce scholarly publications.

 

Service

1.      Based on the conceptual framework and the faculty evaluation process, the responsibilities and contributions of each individual are acknowledged.