Counseling, Leadership, Adult Education & School Psychology Department
1.      The purposes of an annual per-course faculty evaluation are to: 1) provide for self-development by identifying, reinforcing, and sharing the strengths of both faculty as individuals and the department as a whole; 2) extend opportunities for continuous professional development; and 3) identify and strengthen the roles of per-course faculty members within their respective programs, the department and the university. The annual evaluation of per-course faculty is used in decisions regarding the retention of per-course faculty.
2.      The annual departmental evaluation of per-course faculty is the direct source of decisions regarding the retention of per-course faculty. In evaluating performance, the program coordinator and chair will consider primarily the per-course faculty member's contributions in the context of teaching. Per-course faculty who meet departmental expectations as determined by the annual evaluation will be eligible for reappointment.
3.      The per-course faculty member's failure to meet departmental expectations will cause the department to consider whether reappointment is warranted. If the department determines that a per-course faculty member is not to be retained, appropriate notice will be given to the per-course faculty member. If the per-course faculty member is to be retained, the chair will provide the faculty member with specific written feedback and suggestions for improvement when applicable.
1.      At the end of each Fall or Spring semester (or the middle of July for summer teaching), per-course faculty members will submit a program-developed self-evaluation to the appropriate program coordinator.
2.      Program coordinators will review per-course faculty self-evaluations and formal student evaluation (using the departmental quantitative and qualitative data), as well as relevant course syllabi. Observation of per-course teaching is recommended but not required for evaluation.
3.      Program coordinators will make recommendations, with the input of full-time faculty members when appropriate, to the chair for retention of per-course faculty members and provide the chair with a concise summary of all evaluation data.
4.      Upon receipt of recommendations and a summary of evaluation data, the chair will provide feedback the per-course faculty member.
1.      The department holds high standards for per-course faculty members and recognizes that the expectations for per-course faculty are different from the expectations for full-time faculty.
2.      High-quality teaching at all instructional levels is an essential criterion for appointment, tenure, and promotion decisions. Every effort shall be made to recognize and emphasize excellence in teaching. The general test to be applied is that the per-course faculty member is engaged regularly and effectively in high quality teaching.
3.      Documentation of Criteria for Teaching. Evidence of effective teaching can be established through careful consideration of productivity and quality. Materials to be used in per-course faculty evaluations may include the following items: student quantitative and qualitative evaluations; peer observations of teaching performance; self-evaluation, and other evidence of teaching.