ARTP Department of Child and Family Studies

Rongxiang Xu College of Health and Human Services
Department of Child & Family Studies
Date Approved: June 2014

 

Confidentiality of Personnel Deliberations

Composition of Departmental Personnel Committees (Probationary and Temporary Appointment, Retention, Tenure, and Promotion, and Evaluation of Temporary, Probationary and Tenured Faculty)

Composition of Departmental Personnel Committees

The department annually elects 3 personnel committees.

The probationary and tenured faculty members of the department or equivalent unit shall elect a peer review committee(s) of tenured faculty members. When there are insufficient eligible members to serve on the peer committee, the department shall elect members from a related academic discipline(s).

(The Committees, as a whole, must take responsibility for the following tasks: Probationary Appointment; Temporary Appointment; Retention, Tenure and Promotion; Range Elevation; Evaluation of Temporary Faculty; Evaluation of Probationary Faculty; Evaluation of Tenured Faculty (Post-Tenure review); Evaluation for Request to Emeritus status; and Collaboration on the Development of Individual Professional Plans. It is required that each unit indicate below which Committee is responsible for each of these tasks.)

Committee Titles and Responsibilities

Number of Members

(at least 3; all tenured full time)

(Indicate if must be (full) professor rank)

Number of Alternates

(1 or more; all tenured full-time)*

(Indicate if must be (full) professor rank)

Committee A

Retention, Tenure and Promotion; Collaboration on Development of Individualized Professional Plans; and Post-Tenure Review

The Department Chair and 2 elected Fulltime
Tenured Full Professors

1 Full-time Tenured Full Professor

Committee B

Range Elevations; Evaluation of
Temporary Faculty

The Department Chair and two tenured
full time Associate or Full Professors

1 or more Full or Associate Tenured
Professors

Search Committee

Selection Committee for New Appointments at all ranks

The Department Chair and 2 Full or Associate Tenured Professors

(1 Probationary Faculty member may be elected)

1 or more Full or Associate Tenured Professors

Additional:

The Chair of the Department shall serve as a standing member of Committee A, Committee B and the Search Committee. Committee B will evaluate lecturers with one/two/multiple year contracts and make recommendations regarding range elevation. The two faculty and alternate members of the Committee A, Committee B and the Search Committee shall be elected by the faculty using an electronic ballot and the single transferable ballot method. The election for Committee A, Committee B and Search Committee members will be held no later than the last faculty meeting of the Spring Semester.

Eligibility for Committee Service and Balloting

Recruitment of Probationary Faculty

Appointment of Probationary Faculty

Personnel Action Files

Individualized Professional Plans

Eligibility for Tenure and Promotion

Area of Specialization Terminal Degree
Child Development Ph.D., Ed.D equivalent, or other recognized doctorate

Family Studies

Ph.D., Ed.D equivalent, or other recognized doctorate

Human Development

Ph.D., Ed.D equivalent, or other recognized doctorate

Psychology

Ph.D., Ed.D equivalent, or other recognized doctorate

Education

Ph.D., Ed.D equivalent, or other recognized doctorate

Lifespan Studies

Ph.D., Ed.D equivalent, or other recognized doctorate

Gerontology Studies

Ph.D., Ed.D equivalent, or other recognized doctorate

Sociology

Ph.D., Ed.D equivalent, or other recognized doctorate

Other Related Fields

Ph.D., Ed.D equivalent, or other recognized doctorate

 

Evaluation of Permanent Instructional Faculty

Additional:

Category B: Activities considered appropriate as "scholarly and creative activities" for the discipline are:

  1. Academic and scholarly contributions to the faculty member's profession and field that are externally evaluated and published or formally accepted for publication such as research, critical essays and analyses, and theoretical speculations.
  2. Innovative use of computers and computer methods, textbooks, and original teaching or testing materials which are adopted for professional and/or instructional use outside the faculty member's department/division.
  3. Inventions, designs and innovations which have been favorably evaluated by authorities outside the University.
  4. Presentations before meetings of scholarly and professional societies, and presentations as an invited authority in the faculty member's field before significant scholarly and professional audiences.
  5. Participation of activities of scholarly or professional societies beyond mere membership, such as elective office, fellowship status, committee membership, receipt of special awards, organization of symposia, and chairing of conference sessions.
  6. Receipt of fellowships, grants or other subsidies for the pursuit of research or study in the faculty member's field, and significant commissions in the creative arts.
  7. Holding significant special appointments such as visiting professorships, lectureships, or consultant assignments in other academic, scholarly, professional, or governmental institutions, and editing of scholarly or professional publications.
  8. Professional practice that utilizes the faculty member's academic expertise in a manner that results in an advancement of the field.
  9. Note: These activities are evaluated on an individual basis and can vary in qualitative ranking. Not all activities are applicable to all individuals.

Category A2 Related Educational Activities

  1. As part of their professional responsibilities, faculty in the Department of Child and Family Studies (CFS) are expected to provide either graduate and/or undergraduate advisement and these contributions may be evaluated by students.
  2. Special consideration should be given to faculty who chair thesis committees as this activity requires a large investment of faculty time and is intricately associated with individual student learning and development.
  3. Related to thesis oversight is the supervision of research and graduate assistants in both research and teaching. The mentoring of students to understand research and teaching should be acknowledged in the review process.
  4. Special consideration should also be given to faculty who engage in fieldwork supervision at both the undergraduate and graduate levels. This is a very important function for a discipline that stresses the interconnections between theory and practice.

The following form is to be used for all peer observations. Observers may also add a memo that provides more qualitative information.

Child and Family Studies Peer Evaluation form for Teaching Performance

Peer Observation Form - Lecture Classes

Date _______________    Course _______________

Instructor _____________ Observer _____________

Length of Observation __________ Semester ______________

Class size ______________ Time of Day ____________

The Department acknowledges that teaching is at the core of the learning process. It is understood that teaching is a unique endeavor and instruction should be allowed to occur in an atmosphere of maximum flexibility, permitting each faculty member's unique talents to reach
fruition.

Instructions: The observer should obtain and review the course syllabus prior to evaluation. The observer should respond to each of the statements below by circling the number which most closely corresponds to his/her impression.

5 = Excellent
4 = Good
3 = Satisfactory
2 = Needs Improvement
1 = Poor
NA= Not Applicable

NOTE: Not all questions will apply. Feel free to attach a letter with any additional comments you may have.

Organization

  1. Uses up-to-date, clearly stated syllabus              5      4      3      2      1     NA
  2. Is well prepared (ready and on-time)                    5      4      3      2      1     NA
  3. Plans lessons which include relevant objectives   5       4      3      2      1     NA

Comments (attach pages if needed):

____________________________________________________________________________________________

____________________________________________________________________________________________

Effective Teaching Behaviors

  1. Reviews previous lesson briefly                          5      4      3      2      1      NA
  2. States topics to be covered                               5      4      3      2      1      NA
  3. Provides lesson objectives and outline                5      4      3      2      1      NA
  4. Uses well-modulated, clearly articulated voice     5      4      3      2      1      NA
  5. Refers to assigned reading                                5      4      3      2      1      NA
  6. Presents main points clearly                             5      4      3      2      1      NA
  7. Uses relevant, examples                                   5      4      3      2      1      NA
  8. Checks for class understanding                         5      4      3      2      1      NA
  9. Provides opportunities to development of ideas    5      4      3     2      1      NA
  10. Uses appropriate resources/visual aids               5      4      3     2      1      NA
  11. Sequences lesson in logical progression             5      4      3     2      1      NA
  12. Uses questions to stimulate discussion              5      4      3     2      1      NA
  13. Appropriately responds to questions                   5      4      3     2      1      NA
  14. Reinforces/encourages efforts of students           5      4      3     2      1      NA
  15. Establishes rapport with students                       5      4      3     2      1      NA
  16. Summarizes to achieve closure                          5      4      3     2      1      NA
  17. Ends class on time                                           5      4      3     2      1      NA
  18. Flexibility/responsiveness to audience needs      5      4      3      2     1      NA
  19. General apparent rapport with students               5      4      3     2      1      NA
  20. Classroom management skills                           5      4      3     2      1      NA

Comments (attach pages if needed):

____________________________________________________________________________________________

____________________________________________________________________________________________

24. Instructional Methods Observed

( ) Lecture    ( ) Discussion    ( ) Questioning    ( ) Group Interaction    ( ) Reciprocal Teaching    ( ) Computer Induced

25. Please identify and aspects of the setting that had an impact on the instructor or the instructor's teaching (e.g., noises, temperature, student problems, lighting, room size, etc.):

What are the instructor's major strengths and in what areas do they need improvement (attach pages if needed):

____________________________________________________________________________________________

____________________________________________________________________________________________

Evaluator: _______________________       _________________________       ____________

                         Print Name                                    Signature                        Date
Instructor: _______________________       _________________________       ____________
                         Print Name                                    Signature                        Date

Committee Procedures

Review of Faculty Holding Joint Appointments and of Faculty Active in Interdisciplinary Programs

Student Consultation in Academic Personnel Processes

Oral Testimony

Role of Department/Division/School Chair or Director

Appointment of Temporary Faculty

Evaluation of Temporary Faculty

Additional:

Typically, temporary full-time and part-time faculty are only responsible for teaching classes. Therefore, they will be evaluated primarily against the standards of professional performance relevant to Category A (instructional performance), as set forth in the section of this document entitled, "Policies and Criteria Governing Retention, Tenure and Promotion." In addition, temporary full time and part-time faculty will be evaluated on contributions in Category B (professional achievement) and Category C (all other contributions to the University) that have potential to enhance the quality of their instructional performance. In cases where a temporary full-time or part-time faculty member has specific assignments involving professional achievement or University service, their contributions to Category B and/or C will be examined along with teaching.

All performance review materials to be included in faculty files will be submitted to the Dean of the College of Health and Human Services.

Required Evaluation of Teaching

  1. The Student Opinion Survey is required in all classes taught. Each faculty member is responsible for administering this survey in their classes.
  2. Full-time temporary and part-time faculty are required to have an in-class observation by a faculty peer at least once in each annual review cycle.

Required materials to be submitted directly by the Department

  1. Quantitative summary of Student Opinion Survey for each class taught.
  2. Written summary of classroom observation by faculty peer.

Required materials to be submitted by the faculty member in his or her Supplementary File

  1. Up-to-date vita or resume
  2. Course syllabus for each course taught

Examples of additional materials that a faculty member may elect to submit in their Supplementary File

  1. Samples of class handouts and other teaching materials
  2. Samples of exams
  3. Representative samples of students' comments (reflecting both positives and negatives) written on the SOS course evaluation forms. A statement setting forth the representativeness of the sample of student comments submitted, compared to all comments received, must accompany this.
  4. Other evaluation data collected from students
  5. Reflections about teaching evaluation results and plans to improve future teaching
  6. Course modification proposals, or new course proposals
  7. Scholarly or creative activities that are likely to enhance a person's instructional performance
  8. Certificates and licenses
  9. Degrees and classes taken
  10. Conferences and workshops attended
  11. Campus, community or professional service activities that are likely to enhance a person's instructional performance
  12. Professional excellence awards, presentations at professional/scholarly conferences, scholarly or professional publications
  13. Practitioner workshop coordination or presentations
  14. Professional consulting
  15. Relevant community volunteer work

Consideration for Three-Year Appointments

Consideration for Range Elevation

Additional:

Each full-part-time temporary faculty member who is eligible for a range elevation will be reviewed by the Department's RTP Committee A. Professional endeavors since being hired in the present range will be examined. The mere presence of professional activities is not sufficient: there must be evidence of high quality work for range elevation. Typically, temporary full-time and part-time faculty members do not receive SETUs and are only responsible for teaching classes. Therefore, they will be evaluated primarily against the standards of professional performance relevant to Category A (instructional performance), as set forth in the section of this document titled "Policies and Criteria Governing Retention, Tenure, and Promotion." Their teaching must be judged to be "outstanding" (on a scale of outstanding, satisfactory, unsatisfactory). In addition they will be evaluated on contributions in Category B (professional achievement) that have potential to enhance the quality of their instructional performance. In cases where a temporary full-time or part-time faculty member has specific activities involving professional achievement, his or her contributions in Category B will be examined along with teaching.

The department's RTP Committee A will use the following sources of information in determining its recommendation concerning range elevation:

  1. Teaching: Required information to be used in the evaluation includes Student Opinion Surveys for all classes taught, and required written records of classroom observations by faculty peers. Examples of additional information to be used in the evaluation include: vita or resume; samples of class handouts and other teaching materials; samples of exams, representative samples of students' comments (reflecting positives and negatives) written on the SOS course evaluation forms (statement is required setting forth the representativeness of the sample of student comments submitted, compared to all student comments received); other evaluation data collected from students; reflections about teaching evaluation results and plans to improve future teaching; course modification proposals, if applicable; new course proposals, if applicable; and evaluations of student academic advising, if applicable.
  2. Professional Development: Examples of information to be used in the evaluation include: vita or resume; classes completed; certificates and degrees completed; conferences and workshops attended; and reflections about goals in past classes taught, results of evaluations from those classes, and plans for changes in future classes.
  3. Professional Accomplishments: Examples of information to be used in the evaluation include: vita or resume; professional excellence awards, presentations at professional/scholarly conferences, and scholarly/professional publications.

Review of Department Personnel Procedures