Faculty Evaluation Criteria for Reappointment, Merit ......Faculty Evaluation Criteria for...

Gallaudet University Chemistry & Physics Program Department of Science, Technology, & Mathematics (STM)

Faculty Evaluation Criteria for Reappointment Merit Increase, Promotion and Tenure

Revision Date: September 5, 2016

This document was prepared by the faculty of the DSTM Chemistry & Physics Program and presents the evaluation procedure and standards of performance to be used for the following personnel actions: reappointment, merit increase, promotion and tenure. It is intended to reflect the standards outlined in the University Faculty Guidelines of Gallaudet University and in the Mission of the Chemistry & Physics Program.

Mission of the Chemistry & Physics Program

It is the mission of the DSTM Chemistry & Physics Program to provide learning experiences based on the best educational practices for all students served by the program. For faculty, it is our mission to provide and maintain a safe, efficient, and collegial working environment with facilities, apparatus and instruments, adaptable to faculty research and instructional needs, and capable of supporting external collaborative efforts and publishable research. For science majors (chemistry and biology), it is our intention to provide a comprehensive knowledge of the field of chemistry and/or physics while taking their chemistry and/or physics courses. This comprehensive knowledge includes: (1) a knowledge of course content, (2) awareness of field specialties and work requirements, (3) experience in work and research environments, (4) a knowledge of ethics and understanding of the need for ethnic and gender diversity in the workplace, (5) interaction with the scientific community through internships, presentations and invited interactions with professionals in the field, and (6) skills in computer applications and methods, (7) expertise in laboratory techniques, safety procedures, and (8) proficiency in professional communication. We strive for clear communication among students, faculty and staff. Further, it is our mission to prepare students to function as professionals in the workplace, to conduct research and to become role models in their fields. For those students that are not science majors, it is our mission to provide exposure to the process of doing science and a broad knowledge of the field of chemistry and/or physics and the applications of these sciences to everyday life.1

Goals of our Faculty Evaluation Process

Our faculty evaluation process both objectively and subjectively 1) examines faculty accomplishments within the evaluation period, 2) identifies areas of faculty excellence, 3) reflects on areas of potential improvement, and 4) provides a basis for constructive dialogue between the faculty member, the Chemistry & Physics Program Director and the STM Chair.

The University Faculty Handbook describes requirements of faculty in the areas of teaching, scholarship/creative activity/research, service, ASL proficiency, and professional integrity. Faculty

1 Adapted from the Self Study of the Department of Chemistry and Physics (2011)

Chemistry & Physics Program Faculty Evaluation Criteria 1 of 15

members are responsible for reading the University Faculty Handbook.

Requirements

Reappointment

Faculty applying for reappointment must submit a List of Accomplishments in Teaching, Scholarship2 and Service, aligned with the rubrics below, to the Program Director by the deadline (see the Deadlines section, below). Faculty must also complete their portion of a full portfolio and make arrangements with the Program Director to undergo Classroom Observations (see Portfolio and Processes, below). Faculty must meet every criterion in the Required column of the Scoring Rubrics for Teaching, Scholarship and Service, which is necessary to obtain a “Satisfactory” rating in all categories of the Chemistry & Physics Program Faculty Evaluation Rubric. Faculty must meet the University’s standards for ASL proficiency (UF Handbook § 2.1.2.4; 6.8) and professional integrity (UF Handbook § 2.1.2.5; 6.2.5). The Program Director will make arrangements for the faculty to undergo Peer Evaluation (see Portfolio and Processes, below). Finally, for the second year and beyond, our program requires a total score of at least six (6) Summary points for reappointment (see Table 1, Summary Points, below.)

Failure to meet this minimum standard of performance will result in non-reappointment as outlined in the University Faculty Handbook.

Merit Increase

Faculty applying for a Merit Increase must submit a List of Accomplishments in Teaching, Scholarship and Service, aligned with the Scoring Rubrics below, to the Program Director by the deadline (see the Deadlines section). Faculty applying for a Merit Increase must meet every criterion in the Required column of the Scoring Rubrics for Teaching, Scholarship and Service, which is necessary to obtain a “Satisfactory” rating in all categories of the Chemistry & Physics Program Faculty Evaluation Scoring Rubrics.

Promotion & Tenure

Faculty applying for promotion or tenure must submit a List of Accomplishments in Teaching, Scholarship and Service, aligned with the rubrics below, to the Program Director by the deadline (see the Deadlines section). Faculty must also complete their portion of a full portfolio and make arrangements with the Program Director to undergo Classroom Observations (see Portfolio and Processes, below). Faculty must meet every criterion in the Required column of the Scoring Rubrics for Teaching, Scholarship and Service, which is necessary to obtain a “Satisfactory” rating in all categories of the Chemistry & Physics Program Faculty Evaluation Rubric. Faculty must meet the University’s standards for ASL proficiency (UF Handbook § 2.1.2.4; 6.8) and Professional Integrity (UF Handbook § 2.1.2.5; 6.2.5). The Program Director will make arrangements for the faculty to undergo Peer Evaluation (see Portfolio and Processes, below). Finally, Faculty must meet these minimum scores on their D-RE covering the period of evaluation:

Assistant Professor: Six (6) Summary Points as required by the UF Handbook § 7.4.6.4.

Associate Professor: Six (6) Summary Points as required by the UF Handbook § 7.4.6.4.

Tenure: Six (6) Summary Points as required by the UF Handbook § 7.4.6.4, as well as two (2)

2 In what follows, Scholarship refers to the Scholarship/Creative Activity/Research category.


peer-reviewed journal3 publications, published as faculty at Gallaudet University.

Full Professor: Seven (7) Summary Points, as well as two (2) additional peer-reviewed journal articles, at least one of which was published after tenure.

Table 1: Summary Points

Points Teaching Scholarship Service

0 Unsatisfactory Unsatisfactory Unsatisfactory

1 Satisfactory Satisfactory Satisfactory

2 Commendable Commendable Commendable

3 Outstanding Outstanding Outstanding

Example: If faculty member A obtains a Satisfactory rating in Teaching, a Commendable rating in Scholarship and a Satisfactory rating in Service during the first year, faculty A’s Summary Point total would equal 4.

Portfolio and Processes

Preparation of the D-RE

The faculty member being evaluated is responsible for submitting a List of Accomplishments in the three areas of evaluation to the Chemistry & Physics Program Director by an appropriate deadline designated by the Program Director (see Deadlines, below). For each of the three areas of evaluation (Teaching, Scholarship, and Service) the faculty member being evaluated is responsible for preparing the list of relevant activities and aligning them with the Chemistry & Physics Program Faculty Evaluation Scoring Rubrics, below. These relevant activities must be well documented in your submitted materials. The faculty member being evaluated is also expected to score items listed according to the Chemistry & Physics Program Faculty Evaluation Scoring Rubrics. During the faculty member’s first and second year of appointment, it is routine that the Program Director gives feedback on the List of Accomplishments in these sections as the faculty member being evaluated becomes familiar with the rubric. By Year 3, it is expected that the faculty member is independently able to list their accomplishments and align them with the Chemistry & Physics Program Faculty Evaluation Scoring Rubric categories. The Program Director will then use the List of Accomplishments to complete the D-RE. If Peer Evaluation is required for the personnel action, the Program Director will coordinate this (see Process of Peer Evaluation, below) and summarize the evaluation committee’s decision on the D-RE. Finally, the Program Director and Department Chair will submit the final D-RE and any required supporting materials and forms to the Dean according to the UF Handbook § 6.7, Procedures.

Deadlines (“Due to Program” dates should be set a month earlier to allow time for review by Dr. Franklin)

Action Due to Program Due to the CAS Dean (per UF Handbook § 7.2.3)

3 Peer reviewed journal typically refers to a publication that is given anonymous review by experts in the field for a journal that is associated with a professional or scientific organization. There are various criteria used to rank journals. See for example http://libguides.gatech.edu/publish/criteria.


http://libguides.gatech.edu/publish/criteria

First year reappointment January 11 February 1

Second year October 11 November 1 reappointment

Third-Sixth year February 8 March 1 reappointment

Merit Increase March 26 April 15

Promotion February 8 March 1

Tenure November 10 December 1

Faculty who want the Program Director to review their submission prior to the Due to Program date above may request review from the Program Director and submit at least 3 weeks earlier than the Due to Program date for a preliminary review and critique.

Preparation of the Portfolio

For certain personnel actions (specified in Requirements, above) the faculty member will create an online portfolio according to the instructions on the Provost’s website (http://www.gallaudet.edu/academic-affairs/resources/faculty-forms.html). The online portfolio should consist of the materials listed here:

a. A record of all original student evaluations with summary scores for each lecture and laboratory.

b. All D-REs completed within the evaluation period.

c. A copy of relevant documentation related to the UF Handbook § 6.8, American Sign Language Proficiency and Classroom Discourse.

d. A copy of the letter of initial appointment.

e. A curriculum vitae (CV) in the University-required format. (CV guidelines are presently published on the Provost’s website at http://www.gallaudet.edu/academic-affairs/resources/faculty-forms.html).

f. Course syllabi, publications and creative works, letters of recommendation (for tenure only), and letters documenting participation on committees or contributions to professional activities relevant to the application.

Process of Classroom Observation

For specific personnel actions (specified in Requirements, above), faculty will undergo classroom observation(s). Only STM Department members holding tenure shall perform classroom observations for faculty seeking tenure. For promotions, only STM Department members higher in rank than the faculty member being evaluated shall perform classroom observations. The faculty member being observed should, upon request, provide the observer with a copy of the course syllabus and any other requested course materials. The observer will make arrangements with the faculty member being evaluated to attend one class period and will fill out the university’s standard Class Observation form, which will be returned to the Program Director.


http://www.gallaudet.edu/academic

http://www.gallaudet.edu/academic-affairs/resources/faculty-forms.html

Process of Peer Evaluation

For specific personnel actions (specified in Requirements, above), faculty will be evaluated both objectively and subjectively by peers in the Chemistry & Physics Program. When appropriate, faculty may also be evaluated by peers from other STM Department programs. A committee of only faculty members holding tenure shall participate in a peer evaluation regarding tenure decisions. Only faculty members higher in rank than the faculty member being evaluated shall participate in a peer evaluation committee regarding promotions.

The Program Director will provide faculty peer evaluators with a copy of the List of Accomplishments prepared by the faculty member, the faculty online portfolio, completed Classroom Observation forms for the period of evaluation, and the university’s standard Peer Evaluation form. Completed Peer Evaluation forms will be returned to the Program Director. The Program Director will call a meeting of the peer evaluation committee and the STM Chair to discuss and vote on a decision. Finally, the Program Director will then summarize the conclusions of the peer evaluation committee on the D-RE.

Subjective components of the evaluation can change the overall rating of Unsatisfactory, Satisfactory, Commendable or Outstanding on the final D-RE. Subjective components of the faculty evaluation include student feedback on the course evaluation forms, classroom observations, quality of publications or presentations, firsthand observations of the faculty member, and overall effort. The Program Director and STM Chair may also weigh in with documented praise or complaints from students or other units, and other variables affecting performance such as attendance. These items will be evaluated and discussed by the peer reviewers. Other subjective components such as degree of participation and contribution to a faculty committee can be evaluated based on the letters substantiating the efforts of the faculty member.

Appeal Process

Faculty members may appeal a non-reappointment, non-promotion or denial of tenure decision to the Dean, the Provost, the Grievance Committee and then President as outlined in the UF Handbook § 12.2.

Revisions to these Faculty Evaluation Criteria

The information in this document is subject to change by majority vote of full Professor faculty in the Chemistry & Physics Program. If there is an even number of full Professor faculty at the time of revision, a full Professor from another STM program may participate and vote on revisions. The changed document will be distributed to Program faculty in a timely fashion. Review of these criteria should be done at least every 3 years, or more frequently as requested by the Program Director.

Scope of these Faculty Evaluation Criteria

The UF Handbook is subject to change independently of these Faculty Evaluation Criteria. If there are changes to the UF Handbook or to university forms or administrative processes, the original intent of these Faculty Evaluation Criteria will continue until revised accordingly. Changes to the UF Handbook, to forms, or to administrative processes do not invalidate the processes outlined in these Faculty Evaluation Criteria.

The roles of the Program Director or Department Chair, as outlined in this document, may also be assigned to a proxy under some circumstances, for example in the case of absence or illness.


Chemistry & Physics Program Faculty Evaluation Rubrics

Instructions

Rubric Scoring: Accomplishments should be aligned with their closest matching item in these rubrics. In some cases, an accomplishment may fit more than one item, sometimes from different rubrics; choose one and only one item and one and only one rubric. In the List of Accomplishments, the faculty member will indicate best match preferences from the Scoring Rubrics. These choices will be reviewed and are subject to approval/change by the Program Director. Tally the scores, and divide the score by the number of academic years included in the period of evaluation. If the period of evaluation is only one semester, as it is for first year reappointment, then the score should be multiplied by 2.

Example: Faculty B mentored students over the summer. This accomplishment fits either T1.2 or S1.2b. Faculty B can only claim one of these as part of his total.

The Point System: The main ideas behind the point system are (1) to provide a clear way to account for and weigh faculty work and accomplishments and (2) to stimulate, encourage and reward completion of longer-term tasks requiring above-normal efforts that significantly improve the program and institution. There are no fractional points awarded. It is important in some cases to have prior documentation in the form of a written proposal agreement with the Program Director. To avoid needing to revalue a task, faculty should research the task beforehand.

In order to encourage faculty to maintain a diversified list of accomplishments, every point scoring accomplishment in the Scoring Rubrics is, by default, capped at 2 per year (cap=2), except where noted. This means that each accomplishment with no explicit cap requirement may be awarded points at most twice in a one year period (2 point cap for a twice done one-point-accomplishment and 4 point cap for a twice done two-point-accomplishment). Exceptions to this rule may be granted by the Program Director to faculty who have a sufficiently diverse or an exceptional record of accomplishments within the same Scoring Rubric as the over-cap accomplishment.

Example: Faculty C is developing a new course under T4.2a. She has a written proposal agreement but decides that available commercial instructional materials are inadequate. The new course needs to be more innovative, up-to-date, collaborative, and promote student inquiry goals. Much additional work needs to be done authoring and testing laboratory experiments that use only currently available equipment and instruments. She meets with the Program Director with a new proposal agreement to revalue the task by subdividing the effort into two or more rubric items.

Documenting Level of Effort: Faculty must be proactive in defining and documenting the overall value to the program and effort spent on activities meriting rubric points. Faculty responsibilities are diverse and most tasks are done, without formal reward and without rubric points, as part of their baseline teacher/scholar/service person roles. Rubric points reflect above-average, effective effort, over an extended time span, on a significant problem, of recognized importance to the program and/or university.

Example: Faculty D mentored a supplemental tutoring instructor for CHE107 during a semester. This accomplishment may fit T1.1. Faculty D needs to document the time and effort on task, and get feedback from the tutoring instructor.


Time Commitment4: The official university work week is 40 hours. Faculty, however, often must satisfy diverse time demands: e.g., at-home preparation and communication, evening hour classes, out-of-class mentoring, weekend commitments with students, summertime internships, off-campus research. The Teaching rubric requires a minimum 4 day availability of faculty to students. To be more specific, this sets a baseline, minimum of 4 days and a minimum of 32 hours attendance per week between 8AM and 5PM when school is in session (adjusted for holidays, work-related conferences, etc.). A work schedule must be posted near/on the door of each faculty office giving a listing of days, times and location of the faculty member on campus. Typically, campus attendance of faculty involves a mix of face-to-face teaching, research, meetings with students, internet use, service activities, and lecture/lab preparation. As specified by these rubrics, within these attendance hours, each faculty must also provide a minimum of 3 “office” hours of time when s/he is easily accessible and available in-person to meet students. All faculty are strongly advised to avoid outside commitments that block out available weekday time periods and allow for no “Plan B” scheduling any time within the work week days. Consistent lack of availability may frustrate students and colleagues and make scheduling hours for program, department and university work-related activities difficult. The diverse and urgent needs of students, the program, the department and the university may occasionally arise and require the expertise, participation and assistance of a faculty member. In cases of repeated lack of availability, the faculty member must work out and implement an accommodation with the Program Director. This arrangement could involve, for example, documenting off-campus activities, making adjustments for student needs, performing program support tasks at adjusted hours, or making work schedule changes.

Example: Faculty E works long hours on Monday, Wednesday and Friday and very infrequently comes to campus on Tuesdays and Thursdays. This use of time does not conform to behavior required for a Satisfactory rating in the Chemistry and Physics Program. He would need to consult with the Program Director if there are individual critical circumstances that justify temporary absence.

4 University Faculty Handbook 4.1.1.5


Teaching Scoring Rubric

Teaching SR Required 1 point each 2 points each

1. General T1a: Meet with all classes T1.1 Develop review material for T1.2 Supervise and mentor Teaching regularly and promptly. supplemental instructors or mentor student interns from Gallaudet or Responsibiliti T1b: Arrive to class prepared. supplemental instructors. other universities for at least 4 es

T1c: Develop and follow clear and reasonable expectations for student performance outlined in the syllabus.

weeks during the summer. (Only counted once regardless of the number of interns; This item may be applied to Service or Teaching – see item S1.2b).

T1d: Be knowledgeable in the content area being taught and teach accurate and up-to-date information. (see UF Handbook § 5.1.4)

T1e: Provide clear and organized teaching materials that are up to professional standards. Present information clearly.

T1f: Exhibit effective classroom/lab management.

T1g: Be knowledgeable about, follow and enforce established safety, emergency, and hazmat procedures. Report accidents and safety violations promptly.

T1h: Maintain a grade book and records of student attendance. Participate in using the university Starfish system. Post and keep grades updated frequently for convenient review by students.

T1i: Cooperate in the planning, and scheduling of future courses. Conduct class and lab at the scheduled times.

T1j: Give final exams at university posted times/dates during final exam week.

T1k: Provide the Registrar with grade reports for all courses by the deadline.

T1l: Use Blackboard (or similar) for posting course materials, assignments, and announcements/notifications.



2. Availability T2a: Be available for in-person to Students consultation with students a

minimum of four days per week.

T2b: Post a weekly schedule of attendance on your office door covering a minimum of 4days totaling at least 32 hours on campus.

T2c: Keep published office hours (3 hours per week minimum).

T2d: Respond to student emails generally within one business day.

T2e: Cooperate in resolving student complaints about lack of faculty availability and access promptly, considering the needs of all involved.

3. Course T3a: Conduct student course T3.1 Achieve a satisfactory rating T3.2a Achieve a satisfactory Evaluations evaluations5 (SCE) in each class

and lab taught. Compile and submit to the Program Director all original course evaluation scores and a summary of course evaluation scores.

T3b: Faculty who do not achieve a satisfactory rating6 from ≥50% of students on at least 75% of the SCE rating items for each lecture and lab must meet with the Program Director or designated faculty to discuss, create and implement a plan for improvement.

from ≥50% of students on ≥75% and <100% of the SCE rating items for each lecture and lab..

rating from ≥50% of students on 100% of the SCE rating items for each lecture and lab.

T3.2b Receive a campus or professional organization teaching award for exceptional class/lab teaching performance or for significant contributions to teaching methodology.

5 Using standard Chemistry and Physics course evaluation forms or a pre-approved substitute. 6 Satisfactory as defined by sample rating forms obtained from the Program Director. Satisfactory typically covers a range between average and somewhat above average. Sign communication items on the rating forms are not included in percentages for this category. Sign skills are separately evaluated by the University.



4. Course T4: Course syllabi meet all T4.1a Teach an overload course T4.2a Develop and implement a Development university requirements for

syllabi. Course learning objectives are clearly stated and aligned with department and university SLOs.

with or without overload pay.

T4.1b Offer an independent study course or provide research experience with or without course credit (e.g. a research-focused CHE 295, 395, 495, CHE403 capstone, CHE401, 402 internship).

T4.1c Teach an existing course that she/he has not taught in the past five years.

T4.1d Develop and implement new materials: e.g. user guides, new active learning teaching materials for a course,, convert labs/lectures to active learning.

new course (idea, syllabus and materials). This can be a special topics course, a course requiring CUE approval or a GSR course.

T4.2b Supervise and assume accountability for adjunct/temporary faculty teaching courses and prepare regular reports on their progress.

T4.2c Develop and implement extensive new materials: e.g. user guides, new active learning teaching materials for a course, convert labs/lectures to active learning.

5. Learning T5: Provide students with some T5.1a Provide one or more Experiences active learning activities7. (First

and second-year faculty should document efforts to adopt active learning strategies).

learning experiences that enhance the classroom experience (supervise field trips or arrange external guest lecturers)..

T5.1b Provide learning experiences for students in a collaboration of 4 or more weeks with external institutions. (similar to R1.1b; pick 1).

6. Curriculum T6: Collect, record and provide T6.1a Develop and implement T6.2 Serve as Assessment Assessment assessment data to the program as

required. new curriculum assessments or improved assessment activities that are based on program student learning outcomes and a program assessment rubric.

T6.1b Collect, analyze and share with program faculty course data to better understand your students and improve instruction.

Coordinator for the program.

7 In science (and this document), active learning is not just a hands-on activity for students. It is learning by performing tasks that scientists typically do to derive knowledge from data and observations: critical thought, evidence collecting, calculation, documentation, visualization, communication, and argumentation with a skeptical and objective viewpoint. Several models of active learning in classrooms are available (i.e. POGIL, Argument-Driven Inquiry,…). These may be creatively adapted to the faculty member’s class topic, class size, class level, and style of teaching.



7. Pedagogy T7: Participate in University-sponsored Fall and Spring Faculty Professional Development Week training workshops to improve teaching effectiveness (Note: some faculty may have excused absences approved by the Program Director for conflicting activities of an important nature).

T7.1 Attend a conference for professional development related to teaching (cap=1).

T7.2 Plan and implement an initiative that will have a major impact on student learning, or can be used as an innovative learning technique or results in the development of materials useful in the discipline or across disciplines.

8. Special T8.1 Complete a special project T8.2 Complete a special project Projects related to teaching that does not

match any other rubric item and required a commitment of 20-39 hours.

related to teaching that does not match any other rubric item and required a commitment of 40 or more hours

Criteria for the Teaching Category

The following point values for the Teaching category are used to determine the rating. Tally the scores from the Teaching Scoring Rubric, and divide the score by the number of academic years included in the period of evaluation. Subjective review of different components such as quality and type of learning experiences can change a rating of Unsatisfactory, Satisfactory, Commendable or Outstanding Satisfactory: Meet every criterion in the “Required” column Commendable: 6-10 rubric points Outstanding: >10 rubric points


Scholarship/Creative Activity/Research8 Scoring Rubric

Research SR Required 1 point each 2 points each

1. Plan and R1: Plan and conduct independent R1.1a For each research R1.2a Receive a campus or Conduct or collaborative research in conference(s) attended related to professional organization award in Research teaching or STEM. (This may be

ongoing graduate school or post-doctoral research project)

the discipline (note that conferences related to teaching are in the teaching section).

R1.1b Collaboration with external institutions of 4 or more weeks to conduct research, publish a paper and/or write a grant. (similar to T5.1b; pick 1).

R1.1c Conduct creative activity: for example, report on the year's research progress, author instructional software/media, instructional documents, informal research on pedagogy.

R1.1d Show evidence/draft of an unsubmitted proposal to an external agency or private foundation.

recognition of exceptional research accomplishments.

R1.2b Author a prepublication document: Progress on or completion of a manuscript/working paper or grant/equipment proposal.

2. Research R2: Compile a list of external R2.1a For each submitted R2.2a For each new externally Funding funding sources. application for external grant

funding as a collaborator or co-investigator.

R2.1b For each ongoing externally funded grant administered as a principal investigator.

R2.1c For each new externally-funded grant received as a consultant (cap=1)

R2.1d For each submitted application for internal grant funding, including Faculty Development grants, as a principal investigator. (cap=1)

R2.1e For each internally funded grant awarded as a principal investigator.

R2.1f For each submitted pre-proposal for external grant funding as a principal investigator.

funded grant awarded as a collaborator, team member, or a principal investigator.

R2.2b For each submitted application for external grant funding as a principal investigator.

8 The activity must be within (1) your academic field, (2) an allied or related interdisciplinary field, or (3) pedagogy.


Research SR Required 1 point each 2 points each

3. Publication / R3: Perform data collection and/or R3.1a For each distinct9 R3.2a For each peer-reviewed Dissemination experimental investigations for

internal reports, publication or future grant applications.

manuscript submitted to a peer-reviewed journal during the review period (provide the submission receipt from the journal).

R3.1b For each platform or poster presentation related to the discipline for meetings internal to the University.

R3.1c Author a substantial technical report or user guide about a topic of interest to the program.

journal article published during the review period.

R3.2b For each platform or poster presentation related to the discipline for meetings external to the University.

R3.2c Publication of a book or extensive monograph related to the discipline (may be considered equivalent to several individual articles, depending on the faculty member’s contributions).

4. Advisory & R4.1a Serve as an advisor on an R4.2 Lead or chair an advisory Consultant advisory board, consultant, or committee on a grant related to Roles mentor on a grant related to

educational or STEM issues.

R4.1b Major, active role (i.e. make a presentation, or author a report document) in a grant agency site visit.

educational or STEM issues

5. Professional R5: Collect information for R5.1 Successfully complete a short R5.2 Successfully complete a Development training or education in a specialty

related to your research or teaching responsibilities.

course training program and apply a significant new skill for scholarship in your field or pedagogy. The time commitment is the same as R6.1.

major training program and apply a significant new skill for scholarship in your field or pedagogy. The time commitment is the same as R6.2.

6. Special R6.1 Completion of a special R6.2 Completion of a special Projects project related to

scholarship/creative activity/research that required a commitment of 20-39 hours.

project related to scholarship/creative activity/research that required a commitment of 40 or more hours.

Criteria for the Scholarship/Creative Activity/Research Category

The following point values for the Scholarship/Creative Activity/Research category are used to determine the rating. Tally the scores from the Scholarship/Creative Activity/Research Scoring Rubric, and divide the score by the number of academic years included in the period of evaluation. Subjective review of different components such as quality and type of publication can change a rating of Unsatisfactory, Satisfactory, Commendable or Outstanding. Satisfactory: Meet every criterion in the Required column Commendable: 6-10 rubric points Outstanding: >10 rubric points

9 Modified manuscripts (resubmitted or submitted to other journals) would have to show evidence of significant additional scholarship to be credited with points.


Service Scoring Rubric

Service SR Required 1 point each 2 points each

1. Service to S1a: Beginning in Year 2 of S1.1a Serve as an advisor to a S1.2a Supervise and assume Students appointment: Serve as an academic

advisor to Chemistry & Physics major(s), including demonstrating a clear understanding of the information needed in the advising process including GSR and major requirements, procedures for the registrar’s office, independent study, etc.

S1b: Assume rotating responsibility with other program/departmental faculty for activities such as presentation of program/departmental awards on Awards Day, attendance at Scholar’s dinners, scoring of senior assessment products, luncheons, etc.

student club or organization.

S1.1b Participate in a master’s or doctoral dissertation committee without course release.

accountability for student adjuncts and assistants teaching courses and prepares regular reports on their progress.

S1.2b Supervise and mentor student interns from Gallaudet or other universities for at least 4 weeks during the summer. (Only counted once regardless of the number of interns; This item may be applied to Service or Teaching – see item T1.2).

2. Honors S2.1a Serve as a faculty second S2.2 Serve as a faculty mentor for Program reader for a student’s Honors

thesis.

S2.1b Provide an Honors course option.

a student’s Honors thesis or serve on the Honors Council.

3. Recruitment S3: Participate in any university S3.1 Participate in student S3.2 Participate in student and Retention wide mandates to support

recruitment and retention (e.g. Open Houses, Starfish, Supplemental Instruction, first year student activities, classroom visits)

recruitment or retention activities, that go above and beyond the required amounts such as: academic bowls, providing tours, extensive meetings with potential students, recruitment efforts off-campus, etc

recruitment or retention activities where you play a major role with significant responsibilities.

4. Program/ S4a: Attend extended or day-long S4.1a Prepare and/or participate in S4.2a Coordinates or chairs a Department program and department meetings activities that enhance the labor-intensive departmental Service or sponsored workshops.

S4b: Regularly attend and actively participate in scheduled program and department meetings during the semester.

S4c: Maintain safe and orderly laboratories. Follow relevant University, program and external mandates. Report problems and accidents promptly.

S4d: Maintain collegial relations and act as a good member of the Program and Department team.

S4e: Cooperate and assist with program review activities (if/when adopted) and other required university reporting tasks (i.e. UEP).

department or program

S4.1b Participate in (but not chair) a labor-intensive departmental activity (hiring committee, major CUE proposal, assessment, laboratory, multi-sectional course, internships or other).

S4.1c Mentor new faculty member(s) and provide feedback on teaching or research; provide reports on progress.

S4.1d: Perform services (i.e. prepare reports, collect data, research topics) for program review process (if/when adopted) or other required university reporting tasks.

activity (hiring committee, major CUE proposal, assessment, laboratory, multi-sectional course, internships or other).

S4.1d: Coordinate and manage program review process (if/when adopted) or other required university reporting tasks.


Service SR Required 1 point each 2 points each

5. University S5.1a Serve on a standing faculty S5.2a Actively participate in Service committee.

S5.1b Serve on an official University committee. or ad hoc committee.

S5.1c Serve on other University special projects.

planning and implementing a University-wide Professional Day activity.

S5.2b Chair a University faculty committee or university task force.

S5.2c Receive a campus service award for exceptional service activities.

6. Professional S6: Maintain membership in a S6.1a For each service as a peer S6.2a Chair local, regional, or Service national organization relevant to

the Chemistry & Physics field or the college/university teaching profession.

reviewer for internal grants. .

S6.1b Serve as an invited panelist at a workshop or conference.

S6.1c Serve on local, regional, or national committees serving the deaf community or related to the STEM fields.

national committee(s) serving the deaf community or related to the STEM fields.

S6.2b For each service as a peer reviewer for external grants .

S6.2c For each service as a peer reviewer or an editor for a book or journal.

S6.2d Play a major role in a workshop/conference related to pedagogy, professional development or research in chemistry or an allied field.

7. Community S7a: Respond promptly and S7.1 Represent the university and S7.2 Play a lead role in a university Outreach helpfully to inquiries, and requests

from outside individuals or organizations.

S7b: Meet with campus visitors as needed.

participate fully in a university outreach or community service project.

outreach or community service project.

8. My Academic S8: Compose a brief list of your Goals professional goals, plans, ideas,

your targeted faculty evaluation rubric items for the year and share it with the Program Director before the date of the start of Fall Semester classes.

9. Special S9.1 Completion of a special S9.2 Completion of a special Projects project related to service that

required a commitment of 20-39 hours.

project related to service that required a commitment of 40 or more hours.

Criteria for the Service Category

The following point values for the Service category are used to determine the rating. Tally the scores in the Service Scoring Rubric, and divide the score by the number of academic years included in the period of evaluation. Subjective review of different components such as the amount and quality of effort on a committee can change a rating of Unsatisfactory, Satisfactory, Commendable or Outstanding. Satisfactory: Meet all criteria in the Required column Commendable: 6-10 rubric points Outstanding: >10 rubric points


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