President’s Report to the Faculty August 21, 2009

1. President’s Report to the FacultyAugust 21, 2009 WELCOME BACK!

2. Welcome to 2009-2010! • 1900+ Students! • 700+ in CAS! • Key Goals for 2009-2010: • Sustain Growth! • Prepare for Accreditation Reviews • Middle States • NCATE • CCNE • Move ahead with facilities planning • Address key issues in faculty personnel planning, development, assessment

3. Key Risk Management Items • Harassment Policy and Student Relationships • BEYOND THE OBVIOUS: • NO giving money, housing, gifts, etc. • NO financial transactions including selling course materials directly… • NO employment, babysitting, personal chores, etc. • NO home entertainment, personal chauffeuring, meeting after class at bars.. • Accuracy in Advising • Mis-advisement can lead to litigation over inability to graduate • Notification of Potential Threats • NO “confidential” protection if a student poses a threat to herself or others • Do NOT try to handle it yourself, or with a group of colleagues • Immediately contact Dean Bowie, Your Academic Dean • No Email Discussions of Problem Students • “This student is lying about claiming to be disabled” • “This student is just crazy..” • “She’s a b…..” • No “Deals” on Personnel Matters • Swapping classes, shortcutting class times, adjuncts, etc. • Know the Policies on the Website http://www.trinitydc.edu/policies/Home.html

4. Faculty Development and Assessment Program • Handbook Expectations: the “Teaching Scholar” --- operationalizing existing policies and processes • Strategic Goals for Faculty Quality, Size, Institutional Reputation --- Faculty Development and Assessment baseline for measuring academic quality of Trinity • Accreditation Rounds Anticipated: MSA, NCATE, CCNE • ELECTRONIC Professional Development Portfolios http://moodle.trinitydc.edu/course/view.php?id=1464 • Faculty Resources Moodle Page http://moodle.trinitydc.edu/course/view.php?id=1463

5. Faculty Developmental Processes Faculty Assessment Processes Orientation Dean Mentor Portfolio Professional Development Annual Assessment First Year Contract Renewal Second Year Third Year 3rd Year Review Fourth Year Fifth Year Tenure LT CONTRACT Sixth Year Seventh Year 8-13+ years (Post-Tenure-to-Promotion Years) Promotion Post-Final-Promotion Years Retirement

6. Sample Rubrics for Faculty Assessment • Why rubrics? • Transparency of assessment methods • Help faculty to set developmental goals • Levelize how multiple reviewers interpret evidence • Who establishes the rubrics? • All faculty will participate in the process through each academic school and program, and through the university-wide committees • What do rubrics look like? • SAMPLES appear on the following pages • Rubrics keyed to each major phase of faculty life: pre-tenure, tenure, post-tenure; for faculty on the contract track, the rubrics are exactly the same --- LT contracts/promotions part of Handbook review this yr • Rubrics provide indications about how to interpret evidence --- same basic evidence for all phases, with variances (a) in rigor as faculty members progress through the stages of faculty lifespan and levels of summative assessments, and (b) in specific details of assessment by school and by program so that the disciplines, degree levels and academic unit missions will influence the rubrics

7. How Are Rubrics Used? • Faculty members creating Professional Development Portfolios refer to the rubrics to establish goals and objectives for professional development • Faculty members preparing for critical review moments (3rd year review, tenure, e.g.) use the rubrics as a backbone for the narrative on fulfillment of the criteria • Deans and Mentors use the rubrics to help faculty members identify areas for improvement or to cite/encourage exceptional accomplishments (“exceeds the standards”) • Reviewers participating in the critical review processes (peer observations, external peer review, 3rd year review, tenure, contract, etc.) use the rubrics as the backbone of assessment, including framing the analytical review statement with consideration of the rubrics.

8. Draft Materials on Moodle • The following pages show SAMPLE rubrics • The Excel Spreadsheet with the full draft of the sample is available on the Moodle Faculty Resources page http://moodle.trinitydc.edu/course/view.php?id=1463 • Also on the Moodle Faculty Resources page are the new statements on the Faculty Mentor Program and Third Year Review Process

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17. Committee Scheduling • Community Time is 3-4:15 on Mondays/ Wednesdays • Committees may establish their own schedules… with provisos: • Committee meetings should be built around the agenda to be accomplished, not a rigid preset schedule.. • Committees can also do a lot more work in “virtual” meetings using Moodle and chat capacity.. • President McGuire will meet with each university-wide committee during the next 2-3 weeks to discuss the charge to the committees per this presentation; not all times will be in community time, so we’ll be in contact with the committee groups to set up those meetings

18. Timetable and Outcomes Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Fall 2011 • On or before September 15: President meets with each faculty committee to discuss specific charges to committees; Deans meet with their academic unit faculties to set the agenda for review process • September 15-October 28: The groups pursue discussions and formulate draft suggestions • On or before October 28: Mid-term Academic Assembly to discuss progress • No later than December 15: Consensus achieved on the initial rubrics sets and ways to amend Faculty Handbook language on assessment and Professional Development Accreditation Report Prep Period MSA/NCATE/CCNE Fall 2009: Review Faculty Assessment and Development Criteria, Rubrics, Processes Through SP 2010: Final Handbook Review Middle States Periodic Review Report June 1, 2011 NCATE Visit April 2011 Late Fall/Spring 2010: Review Handbook Professional Norms Fall 2009 through Spring 2011:Program Reviews and Reports