APPENDIX G

                                            Guidelines for Evaluation

Evaluation focuses on the five criteria set forth in Article 22 of the Agreement .  This Appendix provides elaboration of the types of evidence which is considered appropriate for addressing each category, both for the department/unit in developing its goals and objectives and for the individual faculty member  in preparing his/her PDP and Progress Report.  It is recommended that each campus, through the meet and confer process, review this Appendix to assess how it meets institutional needs and where there are other forms of information and data which could be taken into consideration.

Criterion 1.  Demonstrated ability to teach effectively or perform effectively in other current assignments.  The universities  of the Minnesota State Colleges and Universities  (MnSCU ) are teaching institutions where scholarly and creative activity information and connects disciplines and the learning process.

Effective teaching begins with well informed and intellectually engaged faculty who are current in their disciplines and their pedagogies and who understand relationships among disciplines.  For teaching faculty, effective teaching shall be the principal proportion of the five criteria considered in evaluation.

Because teaching embraces activities and responsibilities beyond classroom instruction, evaluation may address effectiveness in course development, curriculum design, instructional innovation, ability to organize, analyze and present knowledge, instructional advisement and other such related activities.

The faculty member ’s Progress Report should include evidence in support of the fore- going. Faculty  are encouraged to include student assessments as evidence of ability to teach effectively.  Evidence may also include, but is not limited to: peer reviews, quality of syllabi, nature and quality of assignments, practices and quality for assessing student progress, time lines of evaluation of student performance, pedagogical approaches, attention to student advisement, nature and frequency of course development and timeliness of revision, and timeliness of work assignments.

Criterion 2.  Scholarly or creative achievement or research .  This category supports one’s teaching and contributes to one’s special field of knowledge.  The advancement of knowledge and education calls for many kinds of scholarship/creative activity/research.  Each may require a different approach.  Evidence of scholarly/creative activity/research may include but is not limited to, consideration of the faculty member ’s publication  record, works in progress, unpublished reports, professional assistance to other scholars, papers delivered at meetings of professional societies, computer software and other technologically delivered academic products, awards, invited lectures and participation in panels and symposia, participation in policy  analysis, grants received, editorial or advisory roles with professional journals, participation on evaluation panels for research funding, participation in juried shows, musical or theatrical performances, consultantships, research projects, and contribution to the scholarly growth of peers.

Criterion 3.  Evidence of continuing preparation and study. Faculty  are expected to be aware of the changing nature of their disciplines and techniques of instruction.  Evidence of continuing preparation and growth can be demonstrated by such activities as participation in seminars, workshops and refresher courses, formal education/study, attendance at professional conferences, structured study leading to development of experimental programs, curricular proposals or revisions, and ongoing revisions to course syllabi reflecting changes in the discipline or its pedagogy, etc.

Criterion 4.  Contributions to student growth and development.  Faculty  are expected to support student learning and growth.  Evidence of such support might include, is not limited to effective academic or career advising, service as an advisor or other support of student committees or organizations, involvement in internship development and new student programs, supervising of student projects, assistance to students in gaining entrance to professions or graduate study and involvement in efforts to secure scholarship and fellowships.

Criterion 5.  Service  to the university  and community.  Faculty  responsibilities extend beyond the classroom to areas such as the department, college/division, university and greater community.  Evidence of faculty service might include, but is not limited to participation in and contribution to:  committee  assignments, related leadership roles, university-related regional and national bodies including accreditation and program review, governance of the university, community organizations, fostering alumni relationship, community presentations, consulting

with community agencies and organizations, special university  lectures, seminars, workshops or development activities.

Clearly, an array of relevant information and data may be used as evidence in all five criteria.