University of Montevallo - Faculty Handbook

Faculty Handbook

SECTION 3

FACULTY DEVELOPMENT AND EVALUATION

Teaching is the primary responsibility of faculty. Thus, remaining current in one's discipline is an important University expectation and is a key responsibility of each faculty member. Activities leading to this objective include annual evaluations, general professional reading, leaves of absence designed to improve one's general professional competence, travel associated with research or creative efforts, and related activities designed to improve one's professional competence.

The University provides faculty members the opportunity to continue their professional development through such means as sabbatical leaves, support for research, participation in professional organizations, and travel to professional meetings. Individual faculty members are expected to take the initiative in promoting their own growth as teachers, as scholars, and especially in professional and occupational fields, as practitioners. (Refer to Policy 02:225.)

3.02 Faculty Evaluation (in effect through the 2011 evaluation of academic year 2010)

The professional performance of each faculty member is evaluated on the basis of objective and subjective information about the quality and the quantity of work. Evaluation should result in appropriate professional development for individuals and should help faculty members better know their professional strengths and weaknesses. Systematic faculty evaluations will provide a basis for determining retention, tenure and promotion, and, where appropriate, salary increases.

Faculty evaluations will assess professional performance in three areas important to the University's mission and goals: teaching, research/creativity, and service. In accord with the tradition of the University of Montevallo and its mission, teaching is considered a faculty member's most important professional activity. This implies that the other professional activities, research/creativity and/or service, will contribute to an improved educational experience for students, principally in the form of distinguished teaching.

The following guidelines are provided for evaluation of teaching faculty:

Teaching. In accord with the mission and tradition of the University of Montevallo, teaching is a faculty member’s most important professional activity. Other professional activities will contribute either directly or indirectly to an improved educational experience for students.

Effective teaching directly and indirectly contributes to students’ acquisition of the knowledge and skills and dispositions they should acquire from a course or from any other academic project or program. Good teaching is characterized by: (1) clear organization and thorough preparation, (2) meaningful and high levels of engagement of students, (3) effective delivery, (4) fair and equitable treatment of students, and (5) accessibility to students.

Although not to be used as a final checklist, the following shall be considered indicators of good teaching: (1) organization and preparation: prepares and distributes a complete syllabus, changes syllabus requirements or calendar rarely, states objectives and defines expectations clearly, arrives to class promptly and with all necessary materials/equipment, uses class time purposefully and effectively, uses technology to manage and deliver instruction, misses class rarely, organizes course content logically or with some perceivable structure; (2) engagement: maintains students’ attention, generates students’ interest in subject matter, promotes and achieves student participation, uses currency and relevancy to motivate, promotes critical thinking, motivates by example, inspires students to want to learn more about the subject matter, uses questions/interaction to facilitate learning and to assess understanding; (3) delivery: communicates clearly and effectively, questions effectively, demonstrates high levels of enthusiasm/energy, paces instruction for understanding, uses a variety of teaching methods/styles, uses ample and varied examples, explains concepts clearly, gives clear directions, demonstrates concepts or models skills when appropriate; (4) fairness: assigns appropriate workload, aligns assessments with instruction, uses fair and impartial grading procedures, responds respectfully to student questions and viewpoints, seems genuinely interested in helping students understand and master content/skills, provides prompt and meaningful feedback on performance, returns student work in timely fashion, is consistent in the application of rules and policies; (5) accessibility: maintains reasonable and regular office hours, is approachable and willing to discuss course content with students outside of class, takes student calls, responds to student e-mails/inquiries.

Course evaluations, aligned with these constructs, shall be completed on every course every term. Departments will have the option of adding other items. Collaboration between and among faculty and students in teaching is valued and encouraged as well.

Although these indicators have a high correlation with teaching effectiveness on a variety of measures of student learning and success, teaching is influenced by a number of contexts (e.g., teaching style, content differences, instructional setting differences, class size differences, faculty situational factors) which shall be acknowledged in discussions with faculty about teaching effectiveness.

Research and Creativity include scholarly, scientific and artistic endeavors. Such activities will represent a substantial investment in time and work toward products capable of being evaluated by one's peers or other qualified persons. While such research/creativity should contribute to the quality of instruction, it is distinguished from the expected scholarly activities regularly associated with teaching. Examples of research/creativity are: publications, creations or performances having artistic merit, papers presented at professional conferences, development of innovative pedagogical techniques or programs, substantial redesigning of courses or programs, and development of new courses. Because scholarship and creativity are processes that often take more than one year to complete, work in progress should be considered as research or creative activity.

Service includes both on-campus and off-campus activities. On-campus service includes activities whose principal purpose is the efficient and effective functioning of the University. Committee responsibilities are the most obvious examples of such activities, but all activities potentially beneficial to the University community also will be considered service. Off-campus service refers to those activities in which a faculty member, officially or unofficially, serves as a liaison between the University of Montevallo and the local, state, or national communities. Such activities include participation in scholarly and professional organizations, professional consulting, lectures and workshops for off-campus groups, and representing the University at professional activities involving non-University groups, memberships on boards, and service to non-profit organizations.

Every effort should be made to give full consideration in the evaluation to those activities that best reflect the interests, expertise, and assigned duties of the faculty member for that particular year. It is recognized that faculty members may, in a given year, perform more strongly in one of the three areas—teaching, research, and service. The faculty evaluation should consider the quality as well as the quantity of work performed. Individual faculty members, Chairs, and Deans will make collective reasoned judgments about the quality and quantity of a faculty member's work.

The following guidelines are provided for evaluation of Library faculty:

Professional responsibilities include all activities that support, promote, and enhance the academic programs of the University. Such activities include, but are not limited to, reference service, collection development, or bibliographic organization and control.

Research and creativity include scholarly, scientific, or artistic endeavors. Such activity will represent a substantial investment in time; it must be noted that librarians have less flexible schedules, not only each day, but throughout the academic year than do teaching faculty. Librarians are, however, expected to do research to improve personal effectiveness and overall quality of library service. Some examples of research/creativity are publications, conferences, development of innovative techniques or programs, and substantial redesigning or development of programs. Because scholarship and creativity are processes that often take more than one year to complete, work in progress should be considered as research or creativity.

Service includes on-campus and off-campus activities. On-campus service includes activities whose principal purpose is the efficient and effective functioning of the University. Committee responsibilities are the most obvious examples of such activities, but all activities potentially beneficial to the UM community, including student advising, also will be considered service. Off-campus service refers to those activities in which a librarian, officially or unofficially, serves as liaison between UM and some external organization, or shares his or her expertise with those outside the University. Such activities will aim to affirm UM's commitment to the larger communities of which it is a part. Such activities include participation in scholarly and professional organizations, professional consulting, lectures and workshops for off-campus groups, and representing UM at professional activities involving groups outside the University.

3.02 Faculty Evaluation (takes effect for the 2012 evaluation of academic year 2011)

Faculty evaluations will assess professional performance in three areas important to the University's mission and goals: teaching, research/creative endeavor, and service/professional obligation. In accord with the tradition of the University of Montevallo and its mission, teaching is considered a faculty member's most important professional activity. This implies that the other professional activities, research/creative endeavor and/or service/professional obligation, will contribute to an improved educational experience for students, principally in the form of distinguished teaching.

Every effort should be made to give full consideration in the evaluation to those activities that best reflect the interests, expertise, and assigned duties of the faculty member for that particular year. While the importance of teaching is a constant, it is recognized that faculty members may, in a given year, perform more strongly in one of the two areas -- research and service. The faculty evaluation should consider the quality as well as the quantity of work performed. Individual faculty members, Chairs, and Deans will make collective reasoned judgments about the quality and quantity of a faculty member's work.

The following guidelines are provided for evaluation of faculty:

Course evaluations, aligned with these constructs, shall be completed on every course every term. Departments will have the option of adding other items.

Collaboration between and among faculty and students in teaching is valued and encouraged as well.

Research/Creative Endeavor. Research and creative endeavors enhance the mission and vision of the University, and they contribute either directly or indirectly to an improved educational experience for students. Through these activities faculty members have the opportunity to model active and continuous learning for students, making it possible for students to gain a clearer and more intimate view of how a discipline works and how those who practice a discipline use and create knowledge.

While all research and creative activities are relevant and important to a faculty member’s work, external peer review and/or public presentation are essential for documenting growth and performance in this area. Examples include but are not limited to professional or creative publications, performances, presentations, or other products; differences between and among disciplines impact the form and style of research and creative endeavors.

The University recognizes the value of basic, applied, and pedagogical research and creative activity. Collaboration between and among faculty and students in research and creative activities is valued and encouraged.

Service and Professional Obligation. Service may include both on-campus and off-campus activities intended in some way to add value to the community by the investment of a faculty member’s time, energy, expertise, or other personal and professional resources. Professional obligations include those responsibilities intended to achieve the effective functioning of the University, and they may be directed to the department, college, institution, profession, and/or the larger community where a faculty member may serve officially or unofficially as a liaison between the University and external entities. The most obvious examples of professional obligations include student advising, committee responsibilities, faculty and student mentoring, the exercise of leadership for the good of the institution, and involvement in professional organizations; differences between and among disciplines may impact the form and style of service activity.

In the context of service and professionalism—and to advance the institution and its work, the University values and expects: (1) collaboration with others, (2) civility and respect in interactions with others, (3) ethically- and legally-sound behavior, and (4) overt commitment to its mission and its students.

The following guidelines are provided for evaluation of Library faculty:

Professional responsibilities. Library faculty contribute directly to students’ acquisition of knowledge, skills, and dispositions by teaching in the library’s information literacy program and working with students individually during reference transactions. All members of the library faculty are expected to teach and to provide reference services to students, faculty, and other library patrons.

Each librarian’s professional responsibilities include activities that contribute indirectly to student learning. Among these are development of the library’s print and electronic collections and the creation of print and online resources that aid students in finding the information they need.

In addition, each librarian carries additional responsibilities that contribute to the smooth operation and administration of the library. These include supervision of student and/or support staff and management of some aspect of the library’s operations (reference, interlibrary loan, technical services, electronic resources, archives).

Effective library service is characterized by (1) teaching and public service that embodies the constructs set for all University faculty (organization and preparation, engagement, delivery, fairness, and accessibility); (2) engagement with the departmental faculty in the development of the library’s collections and services. This includes, but is not limited to, monitoring the department’s use of its library allocation, informing faculty of new publications and resources in the field, development of research guides and finding aids in the field, and promoting library use among the faculty; (3) identifying and implementing innovative information technologies that improve library services; and (4) effective management of the operational unit, including effective supervision of staff, responsible use of library resources, participation in library planning, and project management.

Research/creative endeavor includes scholarly, scientific, or artistic endeavors. Such activity will represent a substantial investment in time; it must be noted that librarians have less flexible schedules, not only each day, but throughout the academic year than do teaching faculty. Librarians are, however, expected to do research to improve personal effectiveness and overall quality of library service. Some examples of research/creativity are publications, conferences, development of innovative techniques or programs, and substantial redesigning or development of programs. Because scholarship and creativity are processes that often take more than one year to complete, work in progress should be considered as research or creativity.

Service/professional obligation includes on-campus and off-campus activities. On-campus service includes activities whose principal purpose is the efficient and effective functioning of the University. Committee responsibilities are the most obvious examples of such activities, but all activities potentially beneficial to the UM community, including student advising, also will be considered service. Off-campus service refers to those activities in which a librarian, officially or unofficially, serves as liaison between UM and some external organization, or shares his or her expertise with those outside the University. Such activities will aim to affirm UM's commitment to the larger communities of which it is a part. Such activities include participation in scholarly and professional organizations, professional consulting, lectures and workshops for off-campus groups, and representing UM at professional activities involving groups outside the University.

3.03 Procedures for Faculty Evaluation (in effect through the 2011 evaluation of academic year 2010)

Faculty will receive formal evaluation on the departmental or college level each calendar year. Objective and subjective information will be gathered at appropriate times throughout the year, principally by the faculty member, and presented in a prescribed format to the Chair or (where appropriate) Dean at an annual evaluation conference, early in the spring semester, for the preceding calendar year's activities.

Each faculty member will be evaluated in a given year in teaching (or professional responsibilities for the Library faculty) and in at least one of the other two areas: research/creativity or service. A faculty member may choose to be evaluated in all three areas — and, during a five-year period must be evaluated at least once in each of the non-teaching areas. Because 60% to 75% of the final evaluation is based on teaching, the actual percentage will be determined by the faculty member in concert with the Department Chair (or where appropriate, the Dean). Service and/or research/creativity will comprise from 25% to 40% of the final evaluation; combined with the percentages assigned to teaching the total will equal 100%. When the faculty member and Department Chair cannot agree on the distribution of effort, the Dean will make the final determination of percentages, consistent with the procedures for faculty evaluation described herein. While some faculty may exclude service or research/creativity from their individual evaluations in a given year, collectively each college and department should contribute appropriately to these activities. In some cases, accreditation requirements and departmental or college objectives may preclude an individual's being able to select or exclude categories for evaluation in a given year.

Each faculty member will complete annually a Faculty Evaluation Form, provided by the Department Chair or Dean, and submit it to the Chair or (where appropriate) Dean for evaluation covering the calendar year from January 1 to December 31. In this form the faculty member will describe and document contributions under each selected activity: teaching or professional responsibility, research/creativity and/or service. Along with self-descriptive responses, the faculty member will also submit any pertinent evaluation statements or data which might help in the assessment of the quality of the work. The faculty member should receive a narrative description prepared by the Chair or Dean with a corresponding numerical rating for each selected area of evaluation—teaching, research/creativity, and/or service. The Chair's or Dean's narrative should describe the faculty member's strengths and weaknesses and, where appropriate, describe suggestions for improvement.

After the Department Chair, or where appropriate the Dean, has reviewed data for evaluation, the faculty member and the Chair or Dean will confer about the evaluation and attempt to reach an agreement about the evaluation. The Chair or Dean will provide the faculty member with a copy of the evaluation. The Chair will then submit the evaluation and any supporting data to the Dean, who will review and arrive at a final evaluation. Faculty members with irreconcilable differences with the Chair or the Dean about evaluations may attach a written dissent, which will be sent to the Dean or the Provost/VPAA with the Chair's and Dean's assessments. If the Dean or the Provost/VPAA disagrees with the Chair's or Dean's evaluation or recommendations, he or she shall promptly inform the faculty member involved, in writing, of the modification and the supporting rationale for it. The faculty member who does not concur with the alteration of the recommendation or evaluation may present his or her case to the Dean and Provost/VPAA.

3.03 Procedures for Faculty Evaluation (takes effect for the 2012 evaluation of academic year 2011)

Faculty will receive formal evaluation on the departmental or college level each calendar year. Objective and subjective information will be gathered at appropriate times throughout the year, principally by the faculty member, and presented in a prescribed format to the Chair or (where appropriate, the Dean) at an annual evaluation conference, early in the spring semester, for the preceding calendar year's activities.

Each faculty member will be evaluated in teaching, research/creative endeavor, and service/professional obligation annually.

Because 60% to 75% of the final evaluation is based on teaching, the actual percentage will be determined by the faculty member in concert with the department Chair (or where appropriate, the Dean). Service/professional obligation and research/creative endeavor will comprise from 25% to 40% of the final evaluation; combined with the percentages assigned to teaching the total will equal 100%. When the faculty member and Chair cannot agree on the distribution of effort, the Dean will make the final determination of percentages, consistent with the procedures for faculty evaluation described herein.

Each faculty member will complete annually a Faculty Evaluation Form, provided by the department Chair or Dean, and submit it to the Chair or (where appropriate the Dean) for evaluation covering the calendar year from January 1 to December 31. On this form the faculty member will describe and document contributions under each selected activity: teaching or professional responsibility, research/creative endeavor and service/professional obligation. Along with self-descriptive responses, the faculty member will also submit any pertinent evaluation statements or data which might help in the assessment of the quality of the work. The faculty member should receive a narrative description prepared by the Chair or Dean with a corresponding rating for each area of evaluation—teaching or professional responsibility, research/creative endeavor, and service/obligation. The Chair's or Dean's narrative should describe the faculty member's strengths and weaknesses and, where appropriate, describe suggestions for improvement.

The annual evaluation of faculty shall include documentation of a discussion between the department Chair (or where appropriate the Dean) and the faculty member regarding progress toward tenure and/or promotion.

After the Chair, or where appropriate the Dean, has reviewed data for evaluation, the faculty member and the Chair or Dean will confer about the evaluation and attempt to reach an agreement about the evaluation. The Chair or Dean will provide the faculty member with a copy of the evaluation. The Chair will then submit the evaluation and any supporting data to the Dean, who will review and arrive at a final evaluation. Faculty members with irreconcilable differences with the Chair or the Dean about evaluations may attach a written dissent, which will be sent to the Dean or the Provost/VPAA with the Chair's and Dean's assessments. If the Dean or the Provost/VPAA disagrees with the Chair's or Dean's evaluation or recommendations, he or she shall promptly inform the faculty member involved, in writing, of the modification and the supporting rationale for it. The faculty member who does not concur with the alteration of the recommendation or evaluation may present his or her case to the Dean and Provost/VPAA.

3.04 Evaluation Guidelines (in effect through the 2011 evaluation of academic year 2010)

Faculty evaluations will use a 5-point scale as follows: 1. poor; 2. less than satisfactory; 3. satisfactory; 4. good; 5. outstanding. The following descriptions provide broad, general guidelines for numerical ratings:

Teaching

Rating of 1 - The poor instructor willfully or inadvertently neglects duties, does not meet classes, does not thoughtfully prepare or plan, refuses to accept teaching assignments when given by the Department Chair or Dean, and/or receives consistently poor student evaluations.

Rating of 2 - The less than satisfactory instructor meets classes but conducts them without enthusiasm and without imagination. He/she may not keep office hours or may be unavailable to students. He/she might use the same material from year to year, not keeping up with developments in the discipline. He/she might not cooperate in the planning of courses with multiple sections and may receive below average student evaluations.

Rating of 3 - The satisfactory instructor fulfills all duties in teaching as expected, conducts classes competently, is available to students, is current in the discipline, and cooperates in all departmental or University-wide teaching endeavors while receiving average student evaluations.

Rating of 4 - The good instructor is imaginative and enthusiastic in teaching, plans carefully and carries through. Students find this instructor to be stimulating in the classroom. This instructor plans carefully, reads widely in the discipline, continuously introduces into courses the results of his/her own investigations, and is recognized by students and colleagues as a good teacher.

Rating of 5 - The outstanding instructor is one whom students consider among the best. He/she is highly imaginative, completely dependable, and in command of his/her disciplines. Though demanding, this instructor is humane in relationships with students and exerts every effort to be personally supportive.

Research and Creativity:

Rating of 1 - Poor faculty members show little or no activity in research, scholarship, and/or creative endeavors and do not keep current in their disciplines.

Rating of 2 - Less than satisfactory faculty members demonstrate infrequent activity in research, scholarship, and/or creative endeavors and study or reading in the discipline, but do enough to "get by."

Rating of 3 - Satisfactory faculty members demonstrate interest and enthusiasm in research and creativity by attending professional meetings, regularly reading for the preparation of classes, presenting papers, or giving other public performances and/or exhibits.

Rating of 4 - Good faculty members set out and follow systematic plans for research, read new books and journals for the field, often write and submit to professional organizations for presentation, exhibition, or publication, or otherwise participate in public performances or exhibits.

Rating of 5 - Outstanding faculty members' research, scholarship and/or creative work make them professionally respected beyond the campus. They publish frequently in professional journals or otherwise have scholarly and/or creative work recognized by external professional colleagues.

Service:

Rating of 1 - Poor faculty members are not involved in University activities, are not active in professional societies, and make no contribution to service functions relevant to the discipline.

Rating of 2 - Less than satisfactory faculty members do minimal service and do not perform any leadership roles in the profession or the community.

Rating of 3 - Satisfactory faculty members are active members of at least one national/regional professional society, and have official assignments to committees or other special work on campus. They may be involved in local community groups or projects relevant to their disciplines and/or to the University's interests.

Rating of 4 - Good faculty members demonstrate membership and occasional leadership roles in one or more professional societies, and several committee/special projects assignments on campus. These faculty members are active in local community activities relevant to their disciplines and/or to the University's interests.

Rating of 5 - Outstanding faculty members have records of sustained involvement in national/regional professional societies in leadership and/or special assignment roles. That same record will exist on campus through service in a variety of University committee/special projects assignments and in local/state community activities relevant to their disciplines and/or to the University's interests.

3.04 Evaluation Guidelines (takes effect for the 2012 evaluation of academic year 2011)

A faculty member’s performance in each of the three categories of evaluation (Teaching, Research/Creative Endeavor, and Service/Professional Obligation) shall be evaluated as Exceeds Expectations, Meets Expectations, or Does Not Meet Expectations.

Teaching. The evaluation of teaching effectiveness shall include supporting evidence beyond student completed course evaluations, such as course materials, letters of support from former students, professional development activities engaged for the improvement of teaching performance, peer review, new courses developed, etc. Evidence included should address any contexts which have had a major impact on teaching style and/or student learning outcomes. Peer review shall be a component of the annual review of teaching effectiveness, in a format decided by the department. Peer/chair observation shall be an essential aspect of the evaluation of teaching per the annual performance review. Observation shall address three of the five constructs: organization/preparation, delivery, and engagement. Observation shall occur in a format decided by the department.

Exceeds Expectations. Beyond normal expectations, is highly imaginative, completely dependable, considered by students to be among “the best,” in command of subject matter, integrates scholarship in courses, collaborative with students on research projects, demanding yet humane and personally supportive, and exceptionally engaging

Meets Expectations. Fulfills all duties as expected, is well organized and prepared for instruction, actively engages students in classroom instruction, delivers instruction and conducts classes competently, is fair, is accessible to students, is current in the discipline, cooperates in teaching improvement efforts, and is recognized as a “good” teacher

Does Not Meet Expectations. Willfully or inadvertently neglects duties, does not meet classes, does not thoroughly plan or prepare, refuses to accept teaching assignments judged to be in the best interest of students and the University, receives consistently poor reviews by students and colleagues, is not accessible to students, does not maintain currency in course content, does not engage in teaching improvement efforts, and/or shows no interest in improvement.

Research/Creative Endeavor.

Exceeds Expectations. Achieves professional respect beyond the departmental standard and the campus through regular publication, exhibition, performance, presentation, and other dissemination of scholarship

Meets Expectations. Meets the departmental standard; demonstrates interest and enthusiasm in scholarship by establishing and following a systematic plan; creates and submits for external review manuscripts, performances, exhibitions, presentations, or other products; maintains currency in the discipline; succeeds with the professional dissemination of research/creative works beyond the campus

Does Not Meet Expectations. Demonstrates little or no activity in scholarship; exerts little to no effort to remain current in the discipline; exhibits little to no progress toward meeting the departmental/program standard; and/or shows little to no interest in improvement.

Service/Professional Obligation.

Exceeds Expectations. Exceeds the departmental standard; demonstrates sustained record of community service; achieves recognition for service on- and off-campus; demonstrates strong commitment to the University through a variety of committee activities, recognized leadership roles

Meets Expectations. Provides regular and meaningful service to the community and the profession; meets professional obligations to the department, the college, the University, and/or the profession; exhibits collaboration with others, civility and respect in interactions with others, ethically- and legally-sound behavior, and overt commitment to the University’s mission and students

Does Not Meet Expectations. Provides little to no service to the community, on- or off-campus; does not meet professional obligations to the department, the college, the University, or the profession; and/or shows little to no interest in improvement.

3.05 Factors in Evaluation of Teaching Faculty (in effect through the 2011 evaluation of academic year 2010)

Evaluation of Teaching- Evaluators should consider such factors as: class load; number of students taught; number of preparations; types of subjects taught; advising responsibilities and activities; enthusiasm of instructor; student perceptions; regular attendance at scheduled classes; efforts to remain current in knowledge of subject material; conscientiousness in upholding academic standards, both in grades and instructional assignments; conscientiousness in assigning student's work and grades; efforts to develop professionally as a teacher and scholar/artist/performer; accessibility to students; encouragement of students' growth through field trips and extra activities; participation in Honors Program, direction of theses, independent studies, plays, forensics, exhibits; administration of comprehensive examination; quality of course syllabi.

Evaluation of Research/Creativity- Evaluators should consider such factors as the following: exhibitions, recitals, concerts and other performances; published materials; papers presented to scholarly and/or professional organizations; participation in workshops and seminars; receipt of awards and honors for outstanding scholarly or creative achievement.

Evaluation of Service- Evaluators should consider such factors as the following: number and nature of departmental, college, and University committee assignments; degree of responsibility within the department; willingness to assume service responsibilities; activities in which a faculty member officially or unofficially serves as a liaison between the University and external organizations or communities; sharing expertise with others outside the University; service to external organizations; receipt of awards and honors for outstanding service or professional achievement.

3.06 Factors in Evaluation of Library Faculty (in effect through the 2011 evaluation of academic year 2010)

Evaluation of Professional Responsibilities- Evaluators should consider such factors as: effectiveness in fulfilling professional responsibilities; conscientiousness in upholding professional standards; willingness to assume additional responsibilities as well as to share them; efforts to remain current and to develop further professionally; ability to work effectively with colleagues and clients.

Evaluation of Research/Creativity- Evaluators should consider such factors as the following: published materials; papers given to scholarly or professional organizations; research directed toward innovative or extraordinary projects for the general benefit of the library or the profession; participation in workshops and seminars; continued formal training.

Evaluation of Service- Evaluators should consider such factors as the following: number and nature of library, college and University committee assignments; degree of responsibility within the library; activities in which a librarian, officially, or unofficially, serves as a liaison between the University and external organizations or communities; sharing expertise with others outside the University.

3.07 Evaluation of Department Chairs (See Section 1.04 of this Handbook.)

Department Chairs serve in the special role of both Department Chair and faculty member. In their position as faculty, they are evaluated using procedures detailed above; in their role as Chair, they also are evaluated by the University's administrative assessment procedure and by their respective deans.

Evaluation of Chairs should take the following into consideration.

Personnel Management and Evaluation:

Involving faculty (and relevant staff) in recruiting, selecting, and orienting all new full time personnel (maintaining a current file of potential candidates; assembling and charging search committees in consultation with the dean; developing interviewing processes which encourage the interest and participation of the faculty and staff; responding to all inquiries, orienting all new personnel, assigning mentors and monitoring first year adjustment; complying with all University policies and procedures )
Involving faculty as appropriate in recruiting, selecting, orienting, and evaluating adjunct faculty (maintaining a current file of potential candidates; developing credential review procedures and selects only highly qualified candidates; responding to all inquiries; orienting all adjunct faculty to University, college, and program area policies and procedures; conducting performance reviews at least annually)
Conducting annual performance reviews for faculty and staff (encouraging the improvement of instruction, maintaining teaching as the highest priority and providing evaluative comments accordingly; encouraging and supporting meaningful research and creative activity among faculty and providing evaluative comments accordingly; encouraging and supporting meaningful service among faculty, and providing evaluative comments accordingly; providing guidance in the development of professional goals, especially those aimed at improvement of student learning-- on the basis of course evaluation and other assessment data)
Making timely recommendations for tenure, promotion, and termination of faculty and staff to the Dean, following University policy
Maintaining accurate and complete personnel files of all full-time and adjunct faculty and staff including the updating of files in the Dean’s Office and HR, and filing necessary reports for SACS and other accrediting bodies
Hearing and assessing faculty concerns on all college and University matters and presenting concerns to the Dean and the University administration as necessary
Working with program faculty (and relevant staff) to evaluate needs for additional faculty or staff lines and using the annual planning process to report results of such evaluation to the Dean along with an appropriate justification for any new requests
Convening, recording, and reporting departmental and/or program-area meetings

Planning and Assessment:

Providing leadership in curriculum planning, alignment, and changes for all academic programs—in conjunction with the faculty
Monitoring statistics on program and course enrollment trends through IPAE, the Records Office, and the Office of Graduate Studies
Preparing and distributing course rotation documents, course schedules, teaching and space assignments, and other pertinent work schedules
Working with other colleges and programs to ensure adequate course offerings to support all undergraduate and graduate programs, coordinating scheduling of courses when possible to avoid conflicts
Setting up procedures for administering and gathering course evaluation data
Reviewing all course syllabi for relevant components as specified by SACS or other accrediting bodies
Using relevant data to complete annual unit action plans (with budget requests and staffing needs) that are in alignment with the vision and goals of the University’s strategic plan, submitting appropriate documents to the Dean’s Office, the Provost/VPAA and the VP for Administrative Affairs in a timely manner
Completing end-of-the-year unit reports for programs in the area, submitting appropriate documents to the Dean’s Office, the Provost/VPAA and the VP for Administrative Affairs in a timely manner
Handling details related to self-studies, reports, and visits for program-specific accreditations

Legal and Fiscal Management.

Arranging for procurement, inventory and maintenance of instructional materials, supplies, equipment and facilities
Preparing budget requests in consultation with faculty/staff and the Dean, and as a result of the annual planning process
Administering or modifying budgets (including foundation accounts) according to emerging needs and priorities, and program/department plans
Following budgetary procedures set by the University, including submitting appropriate reports
Organizing and facilitating the annual selection of program scholarship recipients
Becoming knowledgeable of, and adhering to, legal guidelines in higher education including FERPA, copyright, HIPAA, liability, EEO, ADA, etc.
Communicating University and college policies and procedures, along with rationale, to faculty and staff

Professional Leadership.

Participating in the overall college planning and budgeting process
Attending CEPC, Council of Department Chairs, Administrative Council, and other pertinent meetings
Implementing policies and procedures in a fair and equitable manner
Using tact and diplomacy in human relationships
Dealing honestly and openly with others
Encouraging and setting an example of ethical and professional conduct for faculty and staff
Building faculty and student morale by reducing, resolving, or preventing conflicts
Maintaining efficient and professional office operations
Working successfully with the Dean, the CEPC, and the administration of the University
Working successfully with faculty and staff in the area
Recognizing, accepting, and encouraging the right of others to participate in decision making
Accepting responsibility for decisions
Assuming other responsibilities as assigned by the Dean

3.08 Research Assistance, Grants, and Contracts

The University regularly budgets funds for expenses related to faculty research. Faculty members are encouraged to continue their studies and research and to secure external grants and resources wherever practical. Guidelines and requirements regarding preparation and submission of external grants and contracts may be found under "Policies" on the University's web site and in Policy Manuals, available in department offices. (Refer to Policy 03:050.)

3.09 Sabbatical Leave Policy

Faculty sabbatical leaves are intended to develop and strengthen the University of Montevallo's academic programs and to provide faculty with opportunities for professional development, scholarly pursuits, and professional and intellectual renewal. Tenured faculty members who have completed at least six years of continuous service at the University of Montevallo are eligible for consideration for sabbatical leave. (Refer to Policy 04:110.)

3.10 Travel

Requests for authorization of travel should be sent to the appropriate Director, Chair, Dean, or the Provost/VPAA for approval prior to the proposed travel. Travel not so approved in advance will not be reimbursed. Expenses incurred for travel in connection with authorized University business will be reimbursed according to applicable policy. (Refer to Policy 03:040.)