How to Put Together a Winning FAR

1. How to Put Together a Winning FAR Francis Achampong, DAA, Penn State Mont Alto

2. Purpose of the FAR • What the Faculty Member Does • What the FAR Allows the DAA to Do • What the FAR Allows the DAA and the Faculty Member to Do Together

3. What the Faculty Member Does • Document Activities and Accomplishments in Teaching, Research and Creative Accomplishments, and Service • Give Account of Ongoing Work • Give an Assessment of Accomplishment of Goals • Establish Future Goals

4. What It Allows the DAA to Do • A Summative Evaluation • Performance Mentoring • Get a Sense of How to Equitably Apportion Limited Raise Funds

5. What It Allows the DAA and Faculty Member to Do • Talk about Issues that Affect the Faculty Member’s Performance

6. A Winning FAR is not Necessarily. • The Longest • One with Multiple Entries in a Category

7. Two Ingredients of a Winning FAR • Significant Activities and Accomplishments over the Course of the Year Being Reviewed • Excellent Documentation

8. Scholarship of Teaching and Learning (Record of teaching excellence) • R.I. Document spring, summer, and fall courses. Include extra compensation classes, distance ed (Polycom), E-Learning, and online classes for MA students only • Non-credit instruction and other instructional activities (PAWS, Tutoring beyond office hours, guest lectures in other MA classes, supervision of Honors options, special review courses, teaching faculty workshop)

9. Inappropriate Entries (may belong somewhere else in FAR) • Teaching a musical instrument to club members (other instructional activities) • Club advising (R&R under service) • Program Coordinator duties (Admin. support work under service) • Proctoring exam for WC (Admin. Support work) • Instructing class in community or private organization (service) • Conducting Partners in Learning session (R&R under service) (part of NSO)

10. Advising Responsibilities and Comments • Number of advisees (spring, summer, fall) • Honors advising • Specific tasks performed (scheduling students during mandatory advising, email to advisees on ETM etc) (not service)

11. Teaching and Advising Effectiveness • SRTEs • Evidence of student success in subsequent courses • Anecdotal evidence (student notes to teacher about how much they learned) • Other evidence (rigor, level of difficulty, graded work, exams etc)

12. Inappropriate Entries for Teaching Effectiveness • Attendance at a pedagogical workshop (in itself not evidence of teaching effectiveness) (belongs in scholarship under workshops attended) • Can include actual ideas implemented from workshop under instructional improvements

13. Instructional Improvements (things you have implemented to improve learning in the class) • Integration of technology to promote learning (online practice quizzes, outlines of notes posted on ANGEL, online videos of student presentations, self-paced learning tools, self-assessment tools, use of multimedia presentations etc) • Implementation of problem-based learning, use of case studies, reflection papers tied to PAWS workshops • Incorporation of field trips to tie theory to practice • Use of guest speakers

14. Inappropriate Entries for Instructional Improvements • Extra tutoring of students (other instructional activity) • Experimenting with something that did not work by your own assessment (only document successful improvements) (can discuss unsuccessful ones with DAA during pre-March conferences)

15. Scholarship of Research and Creative Accomplishments • Acceptable activities for tenured and tenure-track faculty include: Presentations, posters, workshops, seminars, panels, published work (book reviews, proceedings, non-refereed publications, refereed publications), creative accomplishments, outreach activities (work as editor, referee for papers and grants), grants, reports to funding agencies, memberships in professional and scholarly organizations • Most weight given to refereed publications • Most weight in creative accomplishments given to juried work (published poetry and novels, juried paintings etc)

16. Other Acceptable Entries • New courses developed (special topics, MATH 277, SPAN 297, ENGL 455) • New methods of teaching established courses (integration of technology, use of films, videos etc) (may also be an instructional improvement) • NOT restructuring course to meet departmental objectives or new preparation (Not new method of teaching or instructional improvement)

17. Things to Watch Out For • Old journal articles from previous FAR • Listing paper as an acceptance several years in a row • Listing same submissions year after year (difficult to keep giving credit year after year) • Same manuscripts in progress for many years (difficult to keep getting credit)

18. Scholarship of Research and Creative Accomplishments Cont’d • Activities acceptable for non-tenure system faculty (FT and standing) must demonstrate currency in field and include: pursuit of advanced degrees, graduate certificates, maintaining licensure or certification in specialty area (BLS, ACLS, Master arborist, Certified Forester, CPA etc) seminars, conferences, presentations, posters, panels, outreach (reviewing texts for publishers), non-refereed papers, refereed papers, art work (greater weight if juried), musical compositions and performances, grants, reports to funding agencies, memberships in professional organizations

19. Miscellaneous Activities • Public appearances on TV, radio, speaking engagements etc to discuss issues falling under area of expertise (Outreach scholarship) • NOT teaching a PAWS workshop (falls under other instructional activities)

20. Order in the FAR • Group items in same category in logical succession, i.e. group all books together and number consecutively, followed by all articles, all presentations, all book reviews etc • Do not mix different items throughout the FAR. It makes it difficult to pull all your work together

21. Things to Watch Out For • The Empty scholarship section (because entries have been put under teaching or service, or because there is nothing to report) • Examples include: putting workshops attended under instructional improvements, putting memberships in service (no office held)

22. Service and the Scholarship of Service to the University, Society and the Profession • Service to the University (campus, college, university-wide activities) • Committee work (campus, college, university). Examples: MAFS Standing Committees, ad hoc committees, search committees, other. • Governance Bodies (MAFS Executive Board member, chair, secretary, chair-elect etc, MAFS Chair, UF Senator, UFS Committees, UC Faculty Council member, Ombudsman etc) • Administrative Support Work Examples: CCRR, Program Coordinator, Program Head of campus program (OTA, PTA, HDFS, Bus, Nursing, Forestry), college program (OTA, PTA, HDFS) • Contributions to Diversity/EO. Examples: member of campus, college, university diversity committee, climate committee, LGBT (Allies), facilitating diversity workshop etc. • Assistance to Student Organizations (club sponsor or advisor. Also appropriate as contribution to retention) • Other e.g. work on campus website (not as part of IT or web committee. In that case, list as committee work). If website is a program site and you are program coordinator, then list as administrative support work. • Other. Donating books to the library; items to auction etc

23. Inappropriate Entries Under University Service • Proctoring a national test (LSAT, Praxis) at another institution. List as service to private/public organization • Splitting up CCRR or program coordinator duties and listing each as separate service activities (can list duties under one entry). • MAFS membership and attending MAFS meetings not service. Must be MAFS office, standing or ad hoc committee • Committee activities or training not separate service • Infusion of diversity into courses (may be instructional improvement) • Attending diversity workshop (unless you chaired or facilitated workshop as service to university or profession). List attendance of workshop under scholarship. Would be instructional improvement if ideas implemented from workshop. • Review of article or book for journal or publisher. Appropriate under scholarship as outreach involving significant use of expertise.

24. Service to Society • Participation in Community Affairs (judging a science fair, organizing a community event etc) • Service to Governmental Bodies (member of township or city body such as the governing council, elections or other committee) • Service to Business & Industry (consulting work of various kinds) (outreach scholarship if it involves significant use of expertise) • Service to Public and Private Organizations (office in a community business association, consultant to a gym team, exam proctoring at another school, curriculum consultant to a private school, Board of Directors of a non-profit such as the Red Cross, United Way, PA Forest Fire Museum, USAID, teaching CPR for Red Cross, American Heart Association) (also other instructional activities)

25. Service to Profession • Chairing or serving on conference committee for professional association, holding office in professional organization in discipline (president, secretary, executive director, member of certification committee or accreditation committee for profession or discipline etc).

26. Inappropriate Entries for Service • Administering a national standardized test at another institution (LSAT, PRAXIS) not service to community as a representative of the university) (service to public/private organization) • Splitting up duties of program coordination or CCRR duties as separate service entries • Splitting up committee membership and committee activities or training received on committee as separate service entries • Membership of MAFS and attendance of MAFS meetings (office in MAFS, membership of MAFS Standing Committees okay) • Review of article for journal or book for publisher not service to profession (outreach scholarship involving significant use of expertise) • Infusion of diversity into courses not service (okay as instructional improvement, but not service) • Attending diversity workshop not service (unless you organized workshop for profession). It is a workshop or seminar under scholarship, or an instructional improvement if ideas actually incorporated into class

27. Order in the FAR • Group similar activities such as committee memberships, recruitment and retention activities, community service activities, professional service activities etc together and number them • Mixing different categories of activities throughout service section makes it difficult to summarize activities

28. Scoring • Teaching is primary focus of campus; carries most weight (about 50% for tenured and tenure-track faculty, and about 60% for non tenure-system faculty) • SRTEs play important role in scoring, though not sole factor • Other instructional activities considered in scoring (guest lecturing in other classes, PAWS workshops) • Evidence of teaching effectiveness (such as student success rates in higher courses if demonstrable) • Instructional improvements including incorporation of technology (shows reflective teaching and thoughtfulness in approach) • Degree of difficulty of course (e.g. upper-level research or quantitative course, whether required or elective, major/non-major course etc) • Evidence of rigor (samples of exams and graded work etc) • Excellent score for combination of 6+ average SRTE scores, instructional improvements, and other demonstrated qualities • Possible excellent score for less than 6+ average SRTEs with demonstration of high level of course difficulty, known rigor, instructional improvements, use of technology etc • Very good or very good to excellent score for combination of 5.5 to 5.9 average SRTEs, instructional improvements, and other demonstrated qualities • Good or good to very good score for combination of 5 to 5.4 SRTEs, instructional improvements, and other demonstrated qualities

29. Research and Creative Accomplishments • Tenured and tenure-track faculty expected to have a significant research agenda resulting in refereed publications • Research carries about 25% weight for tenured faculty and about 35% weight for tenure-track faculty • High score not possible without a combination of a refereed publication and other significant activities • Excellent score for multiple refereed publications (combination of articles, books, book chapters, published book reviews) • Very good or very good to excellent score for combination of at least one refereed article or book chapter, and other activities (book reviews, non-refereed articles, in-house publications, research reports to sponsor, presentations, submissions, grants etc) • Good or good to very good score for combination of non-refereed articles, in-house publications, research reports, grants, presentations, book reviews, submissions, works in progress etc, without any refereed publication • Little or no credit for papers or manuscripts perpetually in progress or resubmitted status to different venues • Not a single refereed publication over a five-year, post-tenure review period likely to result in adjustment to teaching load for tenured faculty • Tenure-track faculty who do not make adequate progress in publishing agenda unlikely to remain on tenure track • Non tenure-track faculty must have significant scholarship activities to earn promotion to senior instructor

30. Non-Tenure System Faculty (standing, FTM, FT1) • Expectation is to remain current in field • Weight of scholarship is about 15% • Excellent score for combination of activities that demonstrate currency (enrollment in graduate program, attendance at seminars and workshops, presentations, non-refereed journal publications, review of text for publisher etc) • Going above and beyond: a refereed publication or text book automatically gets excellent score • Very good or very good to excellent score for lesser combination of activities demonstrating currency • Good or good to very good score for minimal or above minimal activity demonstrating currency (such as attending one or two workshops)

31. Service • Greater service expected of tenured and non-tenure system faculty (25% of evaluation) than tenure-track faculty (15% of evaluation) • Excellent score for combination of substantial activities across diverse range (campus, college, university, standing and ad hoc committees, involvement in governance, administrative support work, activities in support of recruitment and retention, service to society and the profession etc) • Factors include workload and time demands of committees and other activities • Very good or very good to excellent score for lesser combination of substantial activities • Good or good to very good score for minimal or above minimal combination of activities that show respectable level of service involvement • No credit for mere membership of committee without any participation

32. Overall Score and Raises • Overall score takes individual scores and weights into account • Final overall score subject to two overriding considerations: (1) Disciplinary Coordinator or other appropriate party (such SON Director) may feel strongly about a different score; (2) Tenure-track and tenured faculty generally cannot get overall excellent score without a refereed publication. • No merit raise for score below 3 (2.25% pool for merit increases in 2006-07) • Special merit and equity adjustments under President’s Excellence Fund (1.25% in 2006-07) • Falling behind for performance reasons not equity issue • Chancellor may sit in on some discussions with DC and co-signs letter written by DAA • DAA and Chancellor collaborate in allocating raises

33. A Final word • Process meant to be productive and beneficial to both faculty and DAA • Process is one of performance mentoring, not just performance evaluation • Setting of thoughtful goals helps position faculty member for a more productive subsequent year • Sending thoughtful and prompt FAR letters boosts credibility of process and demonstrates the value the DAA places on the process • Setting high but fair standards and rewarding performance promotes academic excellence, boosts integrity of evaluation system, and reduces morale problems that arise from rewarding lack of productivity

34. The End • Questions? • Comments?