President’s Report to the Faculty August 21, 2009

President’s Report to the FacultyPresident’s Report to the FacultyAugust 21, 2009August 21, 2009

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Welcome to 2009-2010!

• 1900+ Students!• 700+ in CAS!• Key Goals for 2009-2010:

• Sustain Growth!• Prepare for Accreditation Reviews

» Middle States» NCATE» CCNE

• Move ahead with facilities planning• Address key issues in faculty personnel planning,

development, assessment

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Key Risk Management Items

• Harassment Policy and Student Relationships• BEYOND THE OBVIOUS:

» NO giving money, housing, gifts, etc.» NO financial transactions including selling course materials directly…» NO employment, babysitting, personal chores, etc.» NO home entertainment, personal chauffeuring, meeting after class at bars..

• Accuracy in Advising• Mis-advisement can lead to litigation over inability to graduate

• Notification of Potential Threats• NO “confidential” protection if a student poses a threat to herself or others

• Do NOT try to handle it yourself, or with a group of colleagues

• Immediately contact Dean Bowie, Your Academic Dean

• No Email Discussions of Problem Students• “This student is lying about claiming to be disabled”

• “This student is just crazy..”

• “She’s a b…..”

• No “Deals” on Personnel Matters• Swapping classes, shortcutting class times, adjuncts, etc.

• Know the Policies on the Website http://www.trinitydc.edu/policies/Home.html

http://www.trinitydc.edu/policies/Home.html

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Faculty Development and Assessment Program

• Handbook Expectations: the “Teaching Scholar” --- operationalizing existing policies and processes

• Strategic Goals for Faculty Quality, Size, Institutional Reputation --- Faculty Development and Assessment baseline for measuring academic quality of Trinity

• Accreditation Rounds Anticipated: MSA, NCATE, CCNE

• ELECTRONIC Professional Development Portfolios http://moodle.trinitydc.edu/course/view.php?id=1464

• Faculty Resources Moodle Page http://moodle.trinitydc.edu/course/view.php?id=1463

http://moodle.trinitydc.edu/course/view.php?id=1464


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First Year

Second Year

Third Year

Fourth Year

Fifth Year

Sixth Year

Seventh Year

8-13+ years (Post-Tenure-to-Promotion Years)

Post-Final-Promotion Years

Retirement

OrientationOrientation MentorMentorDeanDean AnnualAssessment

AnnualAssessment

PromotionPromotion

TenureTenure

3rd Year Review3rd Year Review

LT CONTRACTLT CONTRACT

Contract RenewalContract Renewal

Faculty Developmental ProcessesFaculty Developmental Processes Faculty Assessment ProcessesFaculty Assessment Processes

ProfessionalDevelopmentProfessionalDevelopmentPortfolioPortfolio

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Sample Rubrics for Faculty Assessment

• Why rubrics?• Transparency of assessment methods• Help faculty to set developmental goals• Levelize how multiple reviewers interpret evidence

• Who establishes the rubrics?• All faculty will participate in the process through each academic school

and program, and through the university-wide committees

• What do rubrics look like?• SAMPLES appear on the following pages

• Rubrics keyed to each major phase of faculty life: pre-tenure, tenure, post-tenure; for faculty on the contract track, the rubrics are exactly the same --- LT contracts/promotions part of Handbook review this yr

• Rubrics provide indications about how to interpret evidence --- same basic evidence for all phases, with variances (a) in rigor as faculty members progress through the stages of faculty lifespan and levels of summative assessments, and (b) in specific details of assessment by school and by program so that the disciplines, degree levels and academic unit missions will influence the rubrics

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How Are Rubrics Used?

• Faculty members creating Professional Development Portfolios refer to the rubrics to establish goals and objectives for professional development

• Faculty members preparing for critical review moments (3rd year review, tenure, e.g.) use the rubrics as a backbone for the narrative on fulfillment of the criteria

• Deans and Mentors use the rubrics to help faculty members identify areas for improvement or to cite/encourage exceptional accomplishments (“exceeds the standards”)

• Reviewers participating in the critical review processes (peer observations, external peer review, 3rd year review, tenure, contract, etc.) use the rubrics as the backbone of assessment, including framing the analytical review statement with consideration of the rubrics.

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Draft Materials on Moodle

• The following pages show SAMPLE rubrics

• The Excel Spreadsheet with the full draft of the sample is available on the Moodle Faculty Resources page http://moodle.trinitydc.edu/course/view.php?id=1463

• Also on the Moodle Faculty Resources page are the new statements on the Faculty Mentor Program and Third Year Review Process


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Assessment Area I: Teaching Quality

Pre-TenureThe faculty member demonstrates progressive improvements in the quality and effectiveness of

teaching

Rubric Score Below Standard Meets Standard Exceeds Standard

Types of Evidence Considered: Years 1-2 Should be here by end of Third Year

Teaching Philosophy

Self-Assessment

Professional Development Plan

Overall Course Designs

Course Syllabi

Course Evaluations

Responses to Course Evaluations

Pedagogy for Multiple Learning Styles

Pedagogical Innovations

Use of Technology in Pedagogy

Use of Course Management System

Student Advisement

Other:

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Pre-Tenure The faculty member demonstrates progressive improvements in the quality and effectiveness of teaching


Types of Evidence Considered: Years 1-2 Should be here by end of Third Year

Teaching Philosophy No clear teaching philosophyCan articulate a basic philosophy

Articulates a well-developed philosophy of teaching

Self-AssessmentNot aware of teaching challenges

Aware of some teaching challenges

Analytical self-assessment of areas where improvement is necessary


Unclear professional development objectives Modest developmental goals

Well-developed plan that grows and changes each year to reflect mastery of earlier objectives and identification of new areas for development

Overall Course Designs Very basic course designCourse design with some interesting approaches

Continuous development of course designs to keep pace with changes in content and pedagogy in the discipline

Course Syllabi List of of topics to coverBasic objectives, calendar, topics

Robust syllabi that provide significant roadmap for students through the course objectives and methods, including clear guidance for student assesssment, rubrics, important outcomes

Course EvaluationsLow scores and many negative comments

Generally ok scores, few comments High scores and positive comments

Responses to Course Evaluations No response

Defensive about negative comments

Thinks about the evaluations and even though most are good, still identifies ways to improve

Pedagogy for Multiple Learning Styles

Not sure how to reach students who "are not so fast as the others"

Shows interest and willingness to develop skill in multivariate pedagogies

Demonstrates ability to teach to a range of learning styles

EXAMPLE

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Tenure Assessment The faculty member demonstrates "genuine and sustained excellence in teaching"

Below Standard Meets Standard Exceeds Standard

Types of Evidence Considered:

Teaching PhilosophyVague statement of teaching philosophy

Narrative reflects a clear understanding of the role of the teaching scholar, the importance of pedagogical development in relation to student learning, and a respect for the scholarship of integration

Narrative reflects a mature teaching scholar who consistently enages in innovative thinking about pedagogy, integrating scholarship into the classroom, understanding how to produce great student learning outcomes through great teaching

Self-Assessment

Describes routine work with little insight into professional growth, challenges, accomplishments

Honestly analyzes challenges, accurately reveals strategies that worked and did not work, reveals vision for continuing growth

Reflects ability to be self-critical without being negative, unafraid to address experiments that failed, also able to celebrate successes with insight while conveying a clear desire to keep growing

Professional Development Plan Wants to go to conferences

Targets specific skills, knowledge, talents and new areas for mastery through a range of PD opportunities

Is becoming a master teacher by being sought-after as a presenter in the discipline, or for innovative pedagogy, which is a mature way of continuing professional development while teaching others


Course Syllabi

EXAMPLE

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Post-Tenure The faculty member demonstrates sustained excellence in teaching


Types of Evidence Considered:

Teaching Philosophy

Self-Assessment



Course Syllabi

EXAMPLE

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Assessment Area 2: SCHOLARLY AND PROFESSIONAL DEVELOPMENT

Pre-TenureThe faculty member demonstrates progressive growth in the range and depth of knowledge of

the discipline, related interdisciplinary work, and new fields of learning


Types of Evidence Considered: Within first two years By third year

Course Development: Scholarship of Integration

Little course development beyond assigned courses

Develops a new course, or engages in substantial revision of an existing course, reflecting scholarly work in the discipline or advances in pedagogy

Contributes significant new thinking to the curriculum in the discipline and is developing a body of courses and pedagogy that reflects scholarly and professional development activities

External Presentations No external presentations

Has made at least one external presentation to a disciplinary association or other organization recognized as signficant in the discipline or throughout academe

Invited to give presentations to distinguished external organizations in the discipline or related to teaching

Publications No publications

Is developing draft articles or materials that will be the basis for subsequent external publication

Has at least one major article published in a recognized publication

Internal Presentations Does not actively participate

Makes at least one presentation to colleagues concerning the work in progress

Is called upon by colleagues routinely to share expertise in teaching or the disciplinary field

Participation in Professional Opportunities

Little participation in professional activities

Attends at least one professional conference annually

Is conversant with professional organizations and serves on boards or committees of at least one related association

EXAMPLE

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Assessment Area 3: SERVICE

Pre-TenureThe faculty member actively contributes to the development of Trinity as an academic

community as well as to the vitality of the entire university


Types of Evidence Considered: Within first two years By third year

Academic Advising

Sloppy, inattentive advising, approves whatever the student wants, makes frequent errors

Follows policies and guidelines, provides competent advising to students

Demonstrates consistent accuracy, good judgment and creative problem-solving within acceptable policy parameters in working with a broad range of student advising needs

Committee Service

Spotty attendance at meetings, perfunctory presence with little substantive contribution

Accomplishes assigned tasks acceptably

Demonstrates leadership, takes initiative, produces valuable work product that advances the work of the committee

Program Chair

Participation in Program Assessment

Program Development

Faculty Salons/Brown Bag Lunches

Collegial Assistance to Peers

Mentor Program

Accreditation

Student Activities - Faculty Advisor

University Activities

EXAMPLE

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Proposed Assignments for Review of Proposed Rubrics and Processes for Faculty Development and Assessment

Note: All of the respective groups indicated below may review and comment on all parts of the proposed rubrics and processes for faculty development and assessment; this chart suggests specific areas of focus but should not be read as excluding other

considerations

Rubric Topics: Teaching PD/Scholarship Service

Academic SchoolsThrough the CAP committees or general faculty meetings within the academic schools, faculty should

be able to discuss and make recommendations regarding the proposed rubrics and processes

Academic Programs

Pay special attention to rubrics for teaching quality across the lifespan since various disciplines may have specific teaching requirements

Special attention to discipline-specific issues including the development of new courses

Special attention to the development of new programs

U-CAP

Special attention to rubrics on faculty participation in program assessment and new program development

Professional Development

Special attention to the rubrics on professional development and scholarship

Faculty Welfare Special attention to the rubrics on teaching and scholarship

Special attention to the rubrics on service

Educational Technology

Special attention to the rubrics on use of technology in pedagogy

Also special attention on rubrics for professional development in technology

Special attention to contributions in modeling and incorporating new technologies for colleagues

Rank & Tenure Special attention to rubrics in all three categories related to fulfillment of the tenure criteria

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Additional Charges to the Schools and Committees

Accreditation Program DevelopmentAcademic Staffing and Resources

Academic Schools

The Dean and Faculty in each school will develop or revise plans in relation to accreditation standards and timetables. These plans will incorporate Trinity’s institutional strategic plan, particularly the goals for program development, human resources, technology and facilities

development.

Academic ProgramsProgram Assessments – basis for PRR report

Plans for Program Development (arising from Program Assessments)

Projections of staffing needs out 2-3 years at least

U-CAPProgram Assessments – prepare basis for PRR report

Professional Development

Develop the basis for a report for the Middle States PRR concerning Faculty Development

Development of a plan and schedule for faculty development activities including involvement with the Center for Teaching and Learning Excellence

Faculty Welfare

Identify/Prioritize key resource issues to enhance faculty effectiveness

Educational Technology

Participate in development of specific PD activities for faculty using technological resources

Rank & TenureWith president, discuss improving processes for tenure and promotion reviews, and long-term

contracts

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Committee Scheduling

• Community Time is 3-4:15 on Mondays/ Wednesdays

• Committees may establish their own schedules… with provisos:

• Committee meetings should be built around the agenda to be accomplished, not a rigid preset schedule..

• Committees can also do a lot more work in “virtual” meetings using Moodle and chat capacity..

• President McGuire will meet with each university-wide committee during the next 2-3 weeks to discuss the charge to the committees per this presentation; not all times will be in community time, so we’ll be in contact with the committee groups to set up those meetings

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Timetable and Outcomes

• On or before September 15: President meets with each faculty committee to discuss specific charges to committees; Deans meet with their academic unit faculties to set the agenda for review process

• September 15-October 28: The groups pursue discussions and formulate draft suggestions

• On or before October 28: Mid-term Academic Assembly to discuss progress• No later than December 15: Consensus achieved on the initial rubrics sets and ways

to amend Faculty Handbook language on assessment and Professional Development

Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Fall 2011Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Fall 2011

Middle StatesPeriodic Review

ReportJune 1, 2011

Middle StatesPeriodic Review

ReportJune 1, 2011

Late Fall/Spring 2010: Review Handbook Professional NormsLate Fall/Spring 2010: Review Handbook Professional Norms

Fall 2009 through Spring 2011:Program Reviews and ReportsFall 2009 through Spring 2011:Program Reviews and Reports

Fall 2009: Review Faculty Assessment and Development Criteria, Rubrics, Processes

Fall 2009: Review Faculty Assessment and Development Criteria, Rubrics, Processes

Through SP 2010: Final Handbook ReviewThrough SP 2010: Final Handbook Review

Accreditation Report Prep PeriodMSA/NCATE/CCNE

Accreditation Report Prep PeriodMSA/NCATE/CCNE

NCATE Visit April

2011

NCATE Visit April

2011

President’s Report to the Faculty August 21, 2009

Documents

Transcript of President’s Report to the Faculty August 21, 2009