1 / 31

Developing a Comprehensive Evaluation System at GBC

Developing a Comprehensive Evaluation System at GBC. Building a Foundation Step by Step Faculty & Administrative Evaluation Committee 2007 - 2008 Macfarlan Great Basin College. Why did we begin this process in the first place?.

otis
Download Presentation

Developing a Comprehensive Evaluation System at GBC

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing a Comprehensive Evaluation System at GBC Building a Foundation Step by Step Faculty & Administrative Evaluation Committee 2007 - 2008 Macfarlan Great Basin College

  2. Why did we begin this process in the first place? • There was an enormous amount of work expended on the development of our present system. • Karen Martin and Cyd McMullen led the charge and it worked.

  3. So what changed? There has been a major shift in the social and economic paradigm within which higher education must operate(Arreola, x).

  4. What has triggered this paradigm shift? • Emphasis on outcomes through legislative mandates and accrediting bodies. • Systematic shrinking of public funding. • Increase in administrative and institutional duties for faculty in general.

  5. So what changed? • Rapid emergence of long distance education (IAV and on-line). • Surge for professional development in all areas of technology and…

  6. Paradigm ShiftFinally and most significantly The long-awaited acknowledgement that… The college professor practices a profession which requires a high level of expertise in a number of skills beyond their traditional content Frank expertise and research skills. (Arreola, xiii)

  7. The Professoriate as Meta-Profession The meta-profession model specifies which aspects of faculty performance should be measured and provides a ready and meaningful link to professional growth and development (Arreola, xix). (Phase II)

  8. College Teaching as a Meta-Profession Upon hire, faculty members come to the position with advanced degrees and experience in a specific content area. BASE PROFESSION * Content expertise * Practice/clinical skills * Research techniques Dorothy

  9. College Teaching as a Meta-Profession Base profession skills were assumed to be sufficient to work effectively as a professor in higher education. However, research has proven this assumption to be incorrect. Information Technology Psychometrics/Statistics Committees/Team Building (Arreola, xix)

  10. Meta-Profession Skills Sets Required by Various Faculty Members • Instructional Design • Instructional Delivery • Instructional Assessment • Instructional Research • Psychometrics/Statistics • Epistemology

  11. Meta-Profession Skills Sets Required by Various Faculty Members • Information Technology • Technical/Scientific Writing • Graphic Design • Public Speaking • Communication Styles • Conflict Management

  12. Meta-Profession Skills Sets Required by Various Faculty Members • Resource Management • Personnel Management • Financial/Budget Development • Policy Analysis/Development • Learning Theory • Human Development • Group Process/Team Building

  13. The Work of the Meta-Professional Our present evaluation system is not designed to measure the intricacies of the meta-professional in a fair and equitable way.

  14. Building a New SystemOne Step at a Time With useful aspects from the present system, professional guidance, administrative and faculty support, we have built a foundation in which to proceed.

  15. Step 1: Determining the Faculty Role Model • Faculty determined what aspects of their performance should be evaluated. • Activity Lists were developed in October of 2007. • Example: Social Science. (Handout)

  16. Step 1: Determining the Faculty Role Model Emerging Roles • Teaching • Creative/Scholarly • Management • Institutional Service • Community Service Department Meetings

  17. Step 1: Defining Activities & Sub-Categories for GBC Teaching Instructional Design: syllabus, grading, learning objectives, on-line development. Instructional Delivery: presentation skills, use of media, communicate content/objectives. Instructional Assessment: valid & reliable exams, timely feedback, aligned with outcomes.

  18. Step 1: Defining Activities & Sub-Categories for GBC Creative/Scholarly Activities Proficiency:attend conferences and workshops in discipline, acquire certification, pursue professional enrichment. Discovery/Creativity:conduct research in field of study or other areas within meta-profession, produce new styles or modes of learning, produce new modes of expression.

  19. Step 1: Defining Activities & Sub-Categories for GBC Creative/Scholarly Activities Dissemination: publish articles, books, or pamphlets, present at state and/or national conferences, coordinate exhibitions, conduct professional workshops or seminars. (On-line Communication – Elithorpe, Newman and Frasier; Eye on the Prize – Dorothy Moore; Emma’s Basket - Walsh).

  20. Step 1: Defining Activities & Sub-Categories for GBC Management To the Department:Interview and hire adjunct faculty, evaluate adjuncts, monitor department budgets, schedule and monitor department meetings, receive and review syllabi. To the Program:Interview and hire program staff, prepare annual budget, supervise staff, coordinate graduate events, serve on grievance review board, monitor state and federal regulations for compliancy.

  21. Step 1: Defining Activities & Sub-Categories for GBC Institutional Service To the Students: advise, interpret DARS, recruit, write letters of reference, advise student organizations. To the Institution: serve on program and tenure committees, serve as voting faculty senator, attend and participate in committee meetings.

  22. Step 1: Defining Activities & Sub-Categories for GBC Community Service To the General Community: provide time and assistance, without pay, to community groups and/or organizations on behalf of GBC. Example: Member of a Community Board

  23. Step 2: Determining the Faculty Role Model Parameter Values In a traditional static faculty role model, each role is expressed as one activity. The fixed weights create a one-size-fits-all for all faculty members. Teaching 50% Institutional Service 40% Community Service 10 %

  24. Step 2: Determining the Faculty Role Model Parameter Values A dynamic role model establishes values that recognizes the unique work configuration for each faculty member.

  25. Step 2: Determining the Faculty Role Model Parameter Values • In December of 2007, all GBC departments submitted a dynamic role model. • The committee integrated the maximum and minimum values into a singular faculty model. Administration agreed to the parameters. Life is good!

  26. Step 2: Determining the Faculty Role Model Parameter Values

  27. Step 3: Defining Roles in the Faculty Role Model Writing definitions is the last step in the process of building the GBC faculty role model upon which the evaluation system will be based. Thank you for your support as we move forward step by step. The Evaluation Committee

  28. Defining Our RolesBreak-Out Session Group Leaders Teaching: Dr. Dorothy Moore Creative/Scholarly: Dr. Mike McFarlane Institutional Service: Dr. Danny Gonzales Management: Dr. Jay Larson & Dr. Margaret Puccinelli Community Service: Karen Martin & Laurie Walsh

  29. Words to Work WithExample DefinitionsArreola and Macfarlan • Teaching: The process of engaging in specifically designed interactions with the student that facilitate, promote, and result in student learning. • Scholarly and Creative Activities: Those activities associated with the faculty member’s recognized area of content expertise including maintaining proficiency, discovering, developing, or creating new knowledge and disseminating information into products of services of value to the field, the institution and society as a whole.

  30. Words to Work WithExample DefinitionsArreola and Macfarlan • Service to the Institution: Carrying out assigned non-teaching responsibilities or duties, not necessarily related to one’s recognized area of expertise or even academic in nature, that contributes to the functional operation of the institution. • Community Service: The application, without pay, of a faculty member’s recognized area of expertise or personal worthy contributions of donated service in representation of Great Basin College. • Management: Carrying out assigned duties that foster and support the administration and resource management of the department and/or program.

  31. Resources Arreola, Raoul A. (2007). Developing a Comprehensive Evaluation System, 3rd Edition. Anker Publishing Company, Inc.

More Related