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Half-day OptionsDeveloping a Comprehensive Faculty Evaluation Sytem - Executive Presentation of the 8 - step process described in Raoul A. Arreola's Developing a Comprehensive Faculty Evaluation System (Third Edition Jossey-Bass Publications, 2007). The presentation is specially designed for academic administrators and faculty organization leaders. The presentation includes an overview of the 8-step process with focus on the administrative role, resource requirements, and faculty governance issues involved in developing and implementing a large-scale faculty evaluation system. The primary objective of this session is to acquaint campus leaders with the cost, timeline, policy, and political issues involved in undertaking a project to revise or develop their institution's faculty evaluation system. TOP Developing a Comprehensive Faculty Evaluation Sytem - General Faculty Meeting presentation of the 8-step process as described in Raoul A. Arreola's book of the same title. The objective of this presentation is to provide an overview of the entire process of developing a faculty evaluation system that will be used for both personnel decisions and professional growth and development initiatives. The presentation, which includes an open question-and-answer session, addresses the issue of the appropriate use of faculty evaluation information in making promotion, tenure, continuation, and merit pay decisions. Also, a brief review of the results of 85 years of research on student ratings is presented. This presentation has been found to be of great use in beginning the process of systematically involving faculty in the process of designing a faculty evaluation system that responds to, and reflects, the unique history, culture, traditions, and mission of the institution. TOP Assessing Faculty Performance - Open Discussion/Consultation on issues related to faculty evaluation or the assessment of student learning outcomes. Dr. Arreola will facilitate a discussion among committees, or open groups of faculty, to assist them in exploring or resolving issues related to faculty evaluation or the assessment of student learning outcomes. Such consultation may include critiquing current assessment instruments and procedures as well as assisting in planning for the development of such instruments or procedures. TOP Student Ratings - Their Design and Use presents an overview of several key issues related to the use of student rating forms in evaluating teaching. The presentation includes 1) a review of the major research findings on student ratings; 2) the technical issues involved in correctly interpreting student ratings for use in both personnel decisions and professional growth and development; and 3) practical suggestions on when and how to administer student rating forms. If the institution is currently using a locally constructed student rating form the presentation will include a brief critique of that form. TOP Developing A Comprehensive Faculty Evaluation System presents a full day workshop on the 8-step process as described in Raoul A. Arreola's book of the same title. Participants engage in a detailed exploration of each step of the process as well as a discussion of the policies and procedures required to use faculty evaluation data in promotion, tenure, merit pay, and professional growth. This workshop is particularly recommended for members of any committee or task force charged with revising or developing an institution's faculty evaluation system. Participants come away from the workshop with an understanding of the issues involved in implementing a large-scale faculty evaluation system and are prepared to serve as campus facilitators in the 8-step process. TOP IMPLEMENTING a Comprehensive Faculty Evaluation System is a special workshop designed to be presented to the entire faculty in accelerating the process of building or revising an institution's faculty evaluation system. The workshop is specifically designed to move the faculty through the first three steps in the 8-step process in one day thus saving several months in the process. Faculty are assembled in disciplinary groups and are provided with specific forms and guidelines designed to enable them to determine a faculty role model on which to base the design of the faculty evaluation system. The faculty role model developed by each disciplinary group includes both the parameter values for each role as well as the descriptions of the professional activities that define each role. The workshop concludes with a brief presentation by each disciplinary group of the results of their discussions and decisions. A preliminary summary of the work of done by the disciplinary groups is provided by the presenter. This session accomplishes the work that ordinarily takes approximately three months when conducted by the coordinating committee or task force. In addition, faculty 'buy-in' for the evaluation system designed on the basis of this session's work is greatly enhanced since they will have been intimately and publicly consulted and involved in the first steps of the process. It is recommended that this workshop be preceded by some preliminary training of the members of the faculty evaluation committee or task force so as to enable them to serve as active facilitators in this session's work. TOP Assessing Student Learning Outcomes is a workshop designed to provide faculty with the fundamental meta-professional skills of Instructional Assessment. The participants are provided with the resources necessary to develop tools and procedures to more accurately assess student learning outcomes. This workshop focuses on the professional issues of testing, grading, and the development of learning outcomes objectives. Participants in the workshop come away with a working knowledge of how to use item analyses in the design and use of their examinations, an understanding of the appropriate use of criterion-referenced and norm-referenced grading procedures, and enhanced skill in developing learning outcomes objectives for use in both guiding their instructional activities as well as accurately measuring student learning. Participants are encouraged to bring at least one of their current examinations as well as one of their current syllabi to the workshop. The practice work done during the workshop will be based on the participant's own courses as represented by their tests and syllabi. TOP Various combinations of the above workshops may be offered together. In addition, each workshop can be customized to meet the specific needs of the institution. The fee structure for the options shown above is as follows:
Fees for custom combinations of the workshop/consulting options shown above, as well as contracts for long-term consulting arrangements, are negotiated separately. Contact:
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