california state university, san bernardino...q2s created a presentation for faculty to take 5-10...

FSA 2019.04.23

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO FACULTY SENATE MEETING, 53RD SENATE

A G E N D A

SESSION 10 – Tuesday – April 23, 2019, 2:00PM – 3:50PM, Pine Room

1. APPROVAL OF THE MINUTES

1.1 Minutes for April 9, 2019 (FSM 2019.04.09)

2. APPROVAL OF THE AGENDA

3. CHAIR’S UPDATE

4. PRESIDENT’S UPDDATE

5. PROVOST’S UPDATE

6. INFORMATION ITEMS 6.1 Minutes of EC Meeting – 4/2/19 ECM 2019.04.02 (attachment)

Time Certain: 2:30PM 6.2 Registration Appointments (attachments) 6.3 GE Curriculum Items (attachments)

Time Certain: 3:00PM 7. DISCUSSION ITEMS

7.1 Faculty Professional Development Coordinating Committee – Senator Menton

Time Certain: 3:15PM 8. NEW BUSINESS

8.1 FAM 818.9 Class Attendance Policy – Senator Fischman (first reading) attachment 8.2 FAM 820.55 Summer SOTE’s – Senator Fischman (first reading) attachment

8.3 FAM 652.2 Explanations - Senator R. Chen (first reading) attachment 8.4 FAM 652.2 Evaluation of Lecturers – Senator R. Chen (first reading) attachment 8.5 FAM 652.1 Evaluation of Tenure-Line Faculty – Senator R. Chen (first reading)

attachment

9. OLD BUSINESS

10. COMMITTEE REPORTS 10.1 EPRC 10.2 FAC 10.3 Q2S

10.4 WSCUC

11. STATEWIDE ACADEMIC SENATOR’S REPORT.

12. SENATORS’ REPORTS/INCLUDING ASI PRESIDENT’S REPORT.

13. DIVISION REPORTS 13.1 Vice President for Information Technology Services 13.2 Vice President for University Advancement

13.3 Academic Affairs/Deans’ Reports

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FSA 2019.04.23 13.4 Vice President for Administration and Finance 13.5 Vice President for Student Affairs

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ECM 2019.04.02

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO FACULTY SENATE EXECUTIVE COMMITTEE

M I N U T E S

Tuesday, April 2, 2019 2:00-3:50PM

AD-145

Members Present: Karen Kolehmainen, Lasisi Ajayi, Rong Chen, Donna Garcia, Davida Fischman, Beth Steffel, Haakon Brown, Jill Vasillakos-Long, Jodie Ullman, Shari McMahan, Tomas Morales

1. Approval of EC Minutes for March 12, 2019 (ECM 2019.03.12)

The EC Minutes for March 12, 2019 were approved by the Executive Committee as amended.

2. Approval of Faculty Senate Minutes for March 19, 2019 (FSM 2019.03.19)

The Faculty Senate Minutes for March 19, 2019 were approved as amended by the ExecutiveCommittee.

3. Appointments

The FS Executive Committee made the following appointment: Student Grade Appeal Panel – COE: Sherri Franklin-Guy (2018-2020)

Sylvia will send out another call today for the Shared Governance Steering Committee – 2 positions (tenured, tenure-track faculty—with experience in shared governance) with a deadline.

4. Retirement Resolutions Resolution writers were assigned

Karen will make several contacts to obtain resolution writers

Sylvia will contact Academic Affairs for an updated list to include full-time lecturers.

Sylvia will send out samples of resolutions (formal, short, informal samples)

5. Q2S Teach-In – Craig Seal Q2S created a presentation for faculty to take 5-10 minutes of class time to present to

students and see what types of questions arise.

Contact information will be added to the presentation

Presentation will be posted also on Blackboard

We will include this as an Information Item on the April 9, 2019 Faculty Senate Agenda

6. FAM 652.2 Evaluation of Lecturers – Senator Chen

We would like to encourage lecturers to attend workshops/professional development

Lecturer requirements are determined and administered according to their contract

Not a good idea to put this on the Faculty Senate Agenda for April 9, 2019

Senator Chen will take this FAM back to the FAC along with the concerns raised today andpossible put on the April 23, 2019 Agenda

7. President’s Update

Participated in the CSU Advocacy Day on March 1st

The new Governor appears to be more receptive to the CSU’s and encouraged us to “don’tchange your advocacy, ask legislature to add to your budget”.

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ECM 2019.04.02

March 21 had a good meeting with foundation leaders

Just returned from Washington and had a good three days

Attended President’s Alliance for Higher Education and Immigration Reform

There has been a precipitous drop in international students in USA

8. Provost’s Update

9. Chair’s Update

10. FAC Report

11. EPRC Report

12. Approval of FS Agenda for April 9, 2019 (FSA 2019.04.09)

The FS Agenda for April 9, 2019 was approved as amended by the Executive Committee.

Meeting adjourned.

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-------- Forwarded Message -------- Subject: Information Items for Faculty Senate Meeting

Date: Thu, 4 Apr 2019 12:14:48 -0700 From: Bea Larez <[email protected]>

To: Karen Kolehmainen <[email protected]> CC: Amy Braceros <[email protected]>

Dr Kolehmainen, Thank you for recommending these processes be an information items for senate.

Fall 2019:

Appointments to run continuously through each student level (i.e. senior appointmentsend at 12 noon, juniors will begin at 1PM)

o Doing this eliminates gaps (days) between each student level group as currentlypracticed, allowing appointments to be assigned in a continuous manner.

Winter 2021 Intersession:

No registration appointments assigned. Open Enrollment only.o Since this is such a small session with very few courses, we'd like to offer an

open enrollment period instead of assigning registration appointments bystudent level.

We'd like to run winter intersession registration simultaneously with Spring registrationappointments.

o This is primarily due to the short time period between winter intersession andthe beginning of spring semester.

Fall 2021:

We'd like to run summer and fall registration appointments simultaneously.o This is primarily due to the short time period between summer and fall

semesters.

Grad Check Deadlines in Semester terms:

Spring Semester filing deadline: 1st business day in May

o In quarter terms, the deadline for spring is the 1st business day in November ofthe previous year; May is the deadline for Winter quarter for the followingyear. We believe spring graduating candidates will increase since it will include winter intersession completers.

Combine Summer/Fall Semesters filing deadline: 1st business day in February

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mailto:[email protected]



o In quarter terms, this is the deadline for Fall (in the same year); January is thedeadline for Summer quarter (in the same year)

For both deadlines listed above, we feel it’s important they take place during the springor fall semesters as we do not believe it would be beneficial to students to have adeadline during the winter intersession nor the summer term.

Please do let us know if we can provide any additional information to any of these items. Again, we appreciate your suggestion to bring this forward.

Thank you for your time. Bea and Amy

Bea Larez Interim Assistant Director/Registrar Registration and Information Center Services Office of the Registrar CSU, San Bernardino 909-537-5251

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California State University, San BernardinoGeneral Education Program for 2020 AY

Area A English Language Communication and Critical ThinkingA1 Oral CommunicationCOMM 1006 Oral Communication A1HON 1300 Communicating Orally A1

A2 Written CommunicationENG 1060A Stretch Composition II A2ENG 1060B Stretch Composition II for Multilingual Students A2ENG 1070A First-Year Composition A2ENG 1070B First-Year Composition for Multilingual Students A2HON 1100 Writing Rhetorically A2

A3 Critical ThinkingCOMM 1007 Critical Thinking Through Argumentation A3CSE 1100 Critical Thinking Through Computer Programming A3HON 1200 Thinking Critically A3MATH 1501 Critical Thinking Through Applications of Mathematical Logic A3PHIL 1005 Critical Thinking Through Argument Analysis A3PHIL 2100 Critical Thinking Through Symbolic Logic A3PSYC 1105 Critical Thinking in Everyday Life A3SOC 1800 Critical Thinking about Social Issues A3

Area B Scientific Inquiry and Quantitative ReasoningB1 Physical ScienceASTR 1000 Introduction to Planetary Astronomy B1ASTR 1010 Introduction to Galaxies and Cosmology B1CHEM 1000 Introduction to Chemistry B1CHEM 2050 Survey of General Chemistry B1CHEM 2070 Fundamentals of General, Organic, and Biochemistry B1CHEM 2100 General Chemistry I B1GEOG 1030 Physical Geography B1GEOL 1000 Introductory Geology B1

GEOL 1020Plate Tectonics: Key to Understanding Earthquakes, Volcanoes and Tsunami B1

GEOL 1060 Environmental Geology and Geological Hazards B1GEOL 2040 Water in the West B1PHYS 1000 Physics in the Modern World B1PHYS 2000 Introduction to Physics I B1PHYS 2500 General Physics I B1

B2 Life ScienceBIOL 1000 Introduction to Biology B2BIOL 1010 Biology for Teachers B2

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BIOL 2010 Principles of Biology I B2BIOL 2160 Genetics and Society B2BIOL 2170 Biology of Diseases B2BIOL 2180 Sustainable Agriculture B2BIOL 2240 Human Anatomy and Physiology II for Allied Health Majors B2HSCI 1200 Health and Society: An Ecological and Societal Approach B2

B3 Laboratory ActivityASTR 1000L Introduction to Planetary Astronomy Lab B3ASTR 1010L Introduction to Galaxies and Cosmology Lab B3BIOL 1000L Introduction to Biology Lab B3CHEM 1000L Introduction to Chemistry Laboratory B3CHEM 2050L Survey of General Chemistry Laboratory B3CHEM 2100L General Chemistry I Laboratory B3CSE 1110L Data Analysis Laboratory Using Spreadsheets B3CSE 1120L Scientific Simulation B3GEOG 1030L Physical Geography Laboratory B3GEOL 1000L Introductory Geology Laboratory B3GEOL 1060L Environmental Geology and Geological Hazards Laboratory B3HSCI 1200L Health and Society: An Ecological and Societal Approach Lab B3KINE 2010L Metabolic Physiology Laboratory B3PHYS 1000L Physics in the Modern World Lab B3PHYS 2000L Introduction to Physics I Lab B3PHYS 2500L General Physics I Lab B3

B4 Mathematics/Quantitative ReasoningCSE 1300 Introduction to Data Science B4MATH 1101 Mathematics and Society B4MATH 1103 Stretch Mathematics and Society B B4MATH 1201 Introduction to Statistical Thinking B4MATH 1203 Stretch Introduction to Statistical Thinking B B4MATH 1301 Modeling with Functions B4MATH 1303 Stretch Modeling with Functions B B4MATH 1401 Accelerated Preparation for Calculus B4MATH 1402 Preparation for Calculus A B4MATH 1403 Preparation for Calculus B B4MATH 1601 Modeling with Calculus B4MATH 2210 Calculus I B4

B5 Upper Division Scientific Inquiry and Quantitative ReasoningASTR 3000 Life in the Cosmos B5BIOL 3010 Human Ecology B5BIOL 3030 History of Life on Earth B5CHEM 3000 History of Science and Technology B5CHEM 3100 Chemistry and the Environment B5GEOL 3020 Natural Disasters B5

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GEOL 3040 Energy and the Environment B5HON 3150 Natural Sciences and the Humanities B5HON 3200 Social Sciences and Natural Sciences B5HSCI 3051 Health and Human Ecology B5MATH 3140 Introduction to Systems Modeling B5NSCI 3250 Perspectives on Gender B5PHYS 3000 Pop Culture Physics B5PHYS 3010 The Science of Digital Sound and Music B5

Area C Arts and HumanitiesC1 Arts: Arts, Cinema, Dance, Music, TheaterART 2400 Introduction to Chicanx Art C1CAL 1500 Digital Humanities and Arts C1CAL 1804 Rock and Roll: Justice and Society C1COMM 1020 Looking at Movies C1MUS 1800 Music Appreciation C1MUS 1969 LGBTQ+ Influences in Music C1MUS 2266 Creating digital Media Using Personal Electronic Technology C1TA 2640 Acting for All Majors C1TA 2660 Introduction to Theatre C1

C2Humanities: Literature, Philosophy, Languages Other than English

ARAB 1112 Beginning Arabic 2 C2ARAB 2900 Arabic Literature in Translation C2ASL 1112 American Sign Language II C2CAHU 1112 Language Study II: Cahuilla C2CHIN 1112 College Chinese II C2CHIN 2900 Chinese Literature in Translation C2ENG 1120 Speculative Fiction: Science Fiction, Horror, Fantasy C2ENG 1200 Multi-Ethnic American Literature C2ENG 1210 Diversity Literature and Social Justice C2ENG 1700 Studies in Literature and Creative Writing C2ENG 2180 The Function of Stories C2FREN 1112 Beginning French 2 C2FREN 2900 French Literature in English C2JAPN 1112 Beginning Japanese II C2JAPN 2900 Japanese Literature in English C2KOR 1112 Beginning Korean 2 C2KOR 2900 Korean Literature in English C2LUIS 1112 Language Study II: Luiseño C2PHIL 1010 Introduction to Philosophical Problems C2PORT 1112 Language Study II: Portuguese C2SERR 1112 Language Study II: Serrano C2SPAN 1112 College Spanish 2 C2SPAN 2900 Spanish Literature and Film in English C2

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TA 1160 World Drama C2TA 2612 Oral Interpretation of Literature C2

C4 Upper Division Arts and HumanitiesAH 3310 Asian Contemporary Art C4ARAB 3900 Female Voices in Arab American Literature C4ART 3000 Art and Activism C4

ART 3001Innovator's ToolBox – An Introduction to Creative Problem Solving and Design Thinking. C4

ART 3210 Visualizing Gender, Performing Identity C4CAL 3250 Perspectives on Gender C4CAL 3300 Arts and Ideas in A Changing Global World C4CAL 3350 Latinx Border Identity: A Transmedia Perspective C4CAL 3400 Enduring Questions in Literature, Culture, and Society C4CAL 3440 Ideas in American Literature and Culture C4CAL 3550 LGBTQ+ Issues in the Humanities C4CAL 3700 African Arts Heritage C4CAL 3750 Exploring the World of Islam through Literature C4CAL 3888 Asian Humanities in a Globalized World C4COMM 3332 Movies in the Digital Age C4COMM 3334 Global Cinema C4COMM 3336 Queer Cinema C4ENG 3000 Studies in Global Literatures C4ENG 3140 Native American and Indigenous Literatures C4ENG 3400 Analysis of Environmental Discourse C4ENG 3410 Environmental Literature C4ENG 3700 Turning Points in Literary History C4FREN 3900 Voices Visions from the Francophone World C4HIST 3380 Ancient Egyptian Art C4HIST 3890 Images of Africa C4HON 3100 Natural Sciences and the Humanities C4HON 3300 Social Science and the Humanities C4JAPN 3900 Voices Visions from the World of Japanese Anime and Manga C4MUS 3080 Women in Music C4MUS 3309 Jazz History in America and African-American Culture C4MUS 3500 Global Music C4PHIL 3001 Philosophy in the World C4PHIL 3005 Philosophical Questions in Literature C4SPAN 3900 Voices Visions from the Hispanic World C4TA 4663 Dramatic Literature of Identity C4WLL 3920 Great Works, Revolutionary Ideas, and Important Discoveries C4WLL 3940 Mediterranean Languages and Identities C4WLL 3950 Languages Cultures C4

Area D Social SciencesD1 United States GovernmentPSCI 2030 Government of the United States D1

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PSCI 2030H Government of the United States--Honors D1

D2 United States HistoryHIST 1460 History of the United States: Pre-Colonization to Present D2HIST 1460H Honors History of the United States: Pre-Colonization to Present D2HIST 2000 United States History to 1877 D2HIST 2010 United States History, 1877 to the Present D2

D3 Social Sciences Discipline Perspectives

ANTH 1001Humans, Apes, and Monkeys: Introduction to Biological Anthropology D3

ANTH 1002 Understanding Cultural Diversity D3ANTH 1400 World History to c. 1500 D3ECON 2000 The Economy: Problems and Perspectives D3ECON 2202 Principles of Macroeconomics D3ES 1000 Ethnicity and Race in America D3GEOG 1010 Introduction to Human Geography D3GEOG 1650 World Regions and Peoples D3GEOG 2000 Environment and Society D3GSS 1000 Introduction to Women's Studies D3GSS 1010 Introduction to Masculinity Studies D3

GSS 1030Introduction to Lesbian, Gay, Bisexual, Transgender, and Queer Studies D3

HIST 1400 World History to c. 1500 D3HIST 1440 World History from c. 1500 D3PSYC 1100 Introduction to Psychology D3SOC 1000 Introduction to Sociology D3

D4 Upper Division Social SciencesANTH 3500 The Race Concept in Biological Anthropology D4ANTH 3603 Gendered Worlds: Power, Difference, and In/equality D4CJUS 4451 Women and Crime D4COMM 3305 Digital Media and Society D4ECON 3101 Political Economy of Southern California D4GEOG 3501 Environmental Sustainability D4GEOG 5150 Global Governance and the United Nations System D4GSS 4200 Feminist Theory D4GSS 4500 Queer Theory D4HON 3250 Social Sciences and Natural Sciences D4HON 3350 Social Science and the Humanities D4PA 3150 Society, Business, Global Governance D4SOC 3410 The African American Family D4SOC 4420 The Latino Experience in the U.S. D4SSCI 3000 Global Issues and Perspectives D4SSCI 3001 Global Issues and Perspectives (WI) D4SSCI 3010 Revolutions and Revolutionary Ideas D4SSCI 3011 Revolutions and Revolutionary Ideas (WI) D4

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SSCI 3160 Race and Racism D4SSCI 3250 Perspectives on Gender D4SSCI 3320 Understanding Capitalism D4SSCI 3390 Climate Change D4

Area E Lifelong Learning and Self-DevelopmentE First-Year Seminar

ADMN 1001Leadership for Global Challenges: Exploring the Entrepreneurial Mindset E

ADMN 1002 Leadership for Global Challenges: Citizenship in a Sustainable World EADMN 1003 Leadership for Global Challenges: Exploring the Digital Mindset EART 1200 Creativity, Imagination, and the Consciousness ECAL 1000 You/U: Applied Humanities and Arts ECAL 1110 Reacting to the Past: Humanities Perspectives ECAL 1120 Global You/U ECAL 1130 Digital You/U ECAL 1140 Sustaining a Life in the Arts E

COMM 1000Critical Media Literacies: News, Entertainment, and Participatory Culture E

COMM 1002 Communicating Compassion and Love ECSE 1290 College Learning for Lives and Careers in the Information Age EENG 1300 Foundation Seminar: Language, Society, and Power EHON 1000 Constructing Knowledge EKINE 2050 Foundations for Lifetime Fitness and Wellness ENSCI 1110 Reacting to the Past: Natural Sciences Perspectives ENSCI 1200 Scientific Thinking for Community Resilience EPHIL 1001 Moral Choices in Life EPSYC 1115 Personal Adjustment and Growth ESOC 1100 Latino Communities, Wellness, and Life Skills ESSCI 1110 Reacting to the Past: Social Sciences Perspectives E

Quarter-to-Semester Bridge CoursesMATH 131QBR Modeling with Functions B4MATH 133QBR Stretch Modeling with Functions B B4MATH 312QBR Mathematical Thinking: Communication and Proof II B4

General Education Minors for 2020 AY

: GE Minor: Environmental Sustainability: GE Minor: Foundations of Change Discovery: GE Minor: Digital Literacies: GE Minor: Global Connections: GE Minor: Diversity and Social Justice: GE Minor: World Cultures and Diversity

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General Education Pathways for 2020 AY

: GE Pathway: Global Connections: GE Pathway: Digital Life: GE Pathway: Diversity and Social Justice: GE Pathway: Environmental Sustainability: GE Pathway: World Cultures and Diversity : GE Pathway: Big Ideas that Change the World: Exploring Ideas, Innovations, Discoveries

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CLASS ATTENDANCE POLICY

FAM 818.9

Purpose and Scope

It is generally assumed that students are expected to attend all in-person class sessions and activities, and participate in synchronous online activities at the time at which they are scheduled. However, it may happen that a student has conflicting commitments that preclude such attendance in isolated instances, and this policy lays out the procedure to request approval to miss class, and the obligation for the student to complete make-up work.

Policy Statement

Commitments that will automatically be approved, after appropriate procedure is followed, for missing a class are:

1. Illness, injury to the student, or medical conditions that preclude attendance2. Death, injury, or serious illness of an immediate family member. An immediate family

member is defined as a close relative, or a person residing in the immediate household ofthe student.

3. Religious observance (as per California Education Code section §89320 extended also toother course activities as described above)

4. University-sanctioned or -approved one-time activities (examples include but are notlimited to artistic performances, participation in scholarly conferences and presentations,intercollegiate athletic activities (based on Additional Procedures for Student AthleteMissed Class Time below), student government, required class field trips, etc.)

5. Jury duty, military service, or other mandated government obligation

Students may also request to miss class for other reasons, in which case approval is at the discretion of the instructor.

Procedure and Process

Procedure regarding missing a class:

1. As soon as the student is aware of the need to miss a class, he or she must submit awritten request to the instructor, along with documentation as required by the instructor.

a. In the case of religious observance or university-sanctioned/approved activities,this must be no later than the first day of class or, if the date of observance is notset by then, as soon as the student is notified of the date.

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http://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=8.&title=3.&part=55.&chapter=3.&article=3.




FAM 818.9; 2019 Class Attendance Policy

b. In the case of government obligations, this must be as soon as the student isnotified.

c. In the case of other requests not listed above, this must be at least 2 weeks beforethe expected missed class or as soon as the student is notified of the need.

2. The instructor will notify the student of one of the following, typically within two days:a. Approval or disapproval to miss classb. The required work to make up the class, along with a deadline for submission.

3. The student will complete the required work by the deadline determined by the instructor.

As long as appropriate prior notice is given and students successfully complete the missed work, faculty shall not penalize a student for missing a class or examination for that activity.

We note that missing more than one or two classes in a term is likely to be detrimental to studies, and encourage students to consider making other arrangements if they expect to request to be absent from a significant number of classes.

Approved by the Faculty Senate on _________________

Approved by the Provost on _________________

Approved by the President on _________________

History

First created: 2016 by Educational Policy and Resources Committee

Revised: April 2019 by Educational Policy and Resources Committee

Renumbered: _________ [Date] from ______ to ________

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APPENDIX I:

Addendum to Class Attendance Policy

Additional Procedures for Student Athlete Missed Class Time

1. Student athletes shall not miss any regularly scheduled classes for any practice activities.2. For home competition student athletes shall not miss any classes prior to two hours

before the scheduled competition time.3. For away competition with same day travel, student athletes shall not miss any classes

prior to 30 minutes before the scheduled time of departure.4. For away competition with overnight travel, no team shall depart more than 30 hours

prior to the time of competition.5. The Director of Athletics will provide to the Faculty Athletics Representative and the

Academic Vice President, at least one month prior to the start of a sport's season, a listingof all competitions in that sport which will necessitate student- athletes being absent fromclass. This listing will include the time and date of competition, destination, departuretime, travel time, and return time. The Faculty Athletics Representative or the AcademicVice President may request that modifications to the travel plans be made.

6. A summary of the listings described in item 5 will be circulated to Faculty.7. Student athletes will continue to present individual, written notifications, provided by the

Athletics Department, to their instructors at least 48 hours prior to each contest whichaffects their class attendance.

8. It is expected that student athletes will be responsible for submitting all assignments ontime and that advance arrangements will be initiated by the student-athlete for any teststhat will be missed.

9. It is expected that faculty members will not penalize student athletes for missing classesdue to conflicts with contractually scheduled athletic contests and related travel.

10. It is expected that coaches will not penalize student athletes for missing practices due toconflicts with regularly scheduled classes for which student- athletes are enrolled.

11. No competition will be scheduled on any day on which final examinations are scheduledunless prior approval has been received from the Academic Vice President.

12. Exceptions to the above statements for special tournaments and competitions includingchampionship play must be approved by the Faculty Athletics Representative and theAcademic Vice President.

13. Faculty who have questions about the application of these statements may contact theFaculty Athletics Representative or the Academic Affairs Committee.

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Not to be included in the final version. This is here for reference during Senate discussions.

CA Ed Code 89320

(a) The Trustees of the California State University shall require each state university, inadministering any test or examination, to permit any student who is eligible to undergo thetest or examination to do so, without penalty, at a time when that activity would not violatethe student's religious creed. This requirement shall not apply if administering the test orexamination at an alternate time would impose an undue hardship that could not reasonablyhave been avoided. In any court proceeding in which the existence of an undue hardship thatcould not reasonably have been avoided is an issue, the burden of proof shall be upon theinstitution.

(b) As used in this section, “undue hardship” means an action requiring significant difficulty

or expense, when considered in light of the following factors:

(1) The nature and cost of the accommodation needed.

(2) The overall financial resources of the facilities involved in the provision of thereasonable accommodations, the number of persons employed at the facility, and the effecton expenses and resources or the impact otherwise of these accommodations upon theoperation of the facility.

(3) The overall financial resources of the covered entity, the overall size of the business ofa covered entity with respect to the number of employees, and the number, type, andlocation of its facilities.

(4) The type of operations, including the composition, structure, and functions of theworkforce of the entity.

(5) The geographic separateness, administrative, or fiscal relationship of the facility orfacilities.

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FOR OFFICE USE ONLY

Approved by the CSUSB Faculty Senate on ___________________________

Signed

_____________________________ ___________________________

Karen Kolehmainen (Senate Chair) Date

_____________________________ ___________________________

Tomás Morales (CSUSB President) Date

[This is the last page of an FAM document and shall be kept in the senate office. The dates on this page must match dates on the corresponding lines of the previous page.]

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FSD: 79-174.R2 FAM 820.55

Previous FAM 325

STUDENT EVALUATION OF DEGREE-APPLICABLE COURSES OFFERED THROUGH THE COLLEGE OF EXTENDED AND GLOBAL

EDUCATION

FAM 820.55

Purpose and Scope The purpose of this document is to regulate student evaluation of teaching in courses offered through the College of Extended and Global Education (CEGE). The intent is to provide students in these courses an equal opportunity to provide feedback as students in regular Academic Year state-supported courses.

Policy Statement This policy governs feedback provided from students to faculty. The primary purpose of this feedback is for formative assessment to the faculty member only. The faculty member may request that the evaluations be included in his or her Working Personnel Action File (WPAF), but otherwise they will not be included there.

Procedure and Process All degree-applicable courses offered through CEGE shall be evaluated by students following procedures similar to those used for state-supported courses, including the use of the student questionnaires used in state-supported courses. All raw data, along with a copy of the statistical summaries, will be stored electronically in a secure document management system in a location to which only the faculty member has access, and the instructor will be notified of their availability immediately after grades are processed.

History

First Created: (Date) by

Revised: March 14, 2019 by EPRC

Renumbered: Date? from 325 to 820.55

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FSD: 79-174.R2 FAM 820.55

Previous FAM 325

FOR OFFICE USE ONLY


Signed

_____________________________ ___________________________ Faculty Senate Chair Date

_____________________________ ___________________________ CSU, San Bernardino President Date

[This is the last page of the FAM document and shall be kept in the senate office. The dates on this page must match dates on the corresponding lines of the previous page.]

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Explanations for FSA 2019.04.23: FAM 652.2

Dear fellow senators:

FAM 652.2 is a new policy based on FAM 652.1 (included in the minutes packet).0F

1 As such, what is included in the packet a clean copy, without changes tracked. The content of 652.2 has come from the deleted texts in FAM 652.1: Evaluation of Tenure-Line Faculty, which is also included in the packet.

The deliberations by the FAC and the two discussions by the EC, however, have resulted in some minor modifications in the document. They are highlighted in yellow and explained below.

Page 1

First highlighted text: Added to clarify the purpose and focus of evaluation.

Second highlighted text: Based on the new CBA, the 2017-2018 CSUSB senate decided to use “lecturers” to refer to all faculty who are not tenure-line, covering “Full time lecturers,” “temporary full time faculty,” as well as “temporary part time faculty.”

Page 2

First highlighted text: For consistency with other contracts and to avoid having to mention “quarter” and “semester.”

Second highlight text: This is not in 652.1. It is added to recognize lecturers who do more than their contractual duties.

Page 3

First highlighted text: See above.

Second highlighted text: Added to give colleges the flexibility in creating a separate committee.

Page 4

Lighted text: The use of the Lecturer Evaluation Form was approved by the senate in 2017-2018, although it is not in FAM 652.1.

Please do not hesitate to email me if you have any more questions.

Rong Chen

FAC Chair

1 FAM 652.1 is the new number for FAM 652.4. The change of the number (as well as the title) has been approved by the senate in Winter 2019.

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EVALUATION OF LECTURERS

FAM 652.2

Purpose and Scope

Lecturers are playing an increasingly vital part in the mission of the university. The evaluation of lecturers is thus an important process that helps ensure the quality of instruction for students. This document sets forth policies and processes for the evaluation of lecturers.

The major aspects of the evaluation of lecturers are stipulated in the Collective Bargaining Agreement (CBA). What is specified in this document is meant to implement the CBA, not to replace any element of it. If a provision in this document is found to be inconsistent with the CBA, the CBA shall prevail.

Lecturer evaluation is intended to aid the dean’s decision about the lecturer’s future appointment and the department’s decision about the lecturer’s assignment. Its focus should be on the quality of instruction and other assigned duties.

This policy shall refer to FAM 652.1: Evaluation of Tenure-Line Faculty where necessary, as many aspects of evaluation are the same for both lecturers and tenure-line faculty.

Definition

1. Lecturer: A non-tenure-line, unit-three employee who provides academic instruction tostudents. Such instruction is provided generally—although not always—under a coursefound in the CSUSB Catalog (e.g. MATH XXXX, ENG XXXX). A lecturer may teachon any time base and may be on any types of contracts (e.g. Academic Term, AcademicYear, or Three-Year, see below).

2. Department: An academic department or academic school (e.g. School of Social Workand School of Computer Science and Engineering).

3. Department head: The chair of a department or the director of a school.4. WPAF: Working Personnel Action File.

Policy Statement

Lecturers in the university are typically hired by a department and occasionally by a college on a

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FAM 652.2, 2019 Evaluation of lecturers

contractual basis. There are three types of contract:

1. Academic Term: Appointment for one or more academic terms, the totality of which isshorter than an academic year.

2. Academic Year: Appointed for an academic year.3. Three-Year: Appointed for three academic years.

Lecturers shall be evaluated on the duties as defined in their contract. Accomplishments and activities beyond those contractual duties shall be considered if they are closely related to their contractual assignments. It is the evaluated lecturer’s responsibility to document these accomplishments and activities and to demonstrate their connections with their contractual assignments.

All aspects of evaluation shall be confidential.

Lecturers hired by a department are evaluated jointly by either the Department Evaluation Committee or the Lecture Evaluation Committee (see below on committee) and the department head. Lecturers hired by a college are evaluated by either the College Evaluation Committee or the College Lecturer Evaluation Committee (see below on committee) and the college dean.

Accumulating Documentation

Effective and fair evaluations of lecturers rely on evidence and documentation collected throughout the year. For most lecturers, whose sole or primary responsibility is teaching, evidence and documentation come from the following sources.

1. Class visitation. The process for class visitation for lecturers is the same as it is fortenure-line faculty (FAM 652.1). A class visitation results in a report filed by the visitor,which becomes official documentation for evaluation.

a. All lecturers shall be visited in the term in which they begin their employment and inany new course they are assigned to teach.

b. Lecturers on the Three-Year contract are visited at least once in an evaluation cycle.c. Subsequent and additional visitations of lecturers may be scheduled by the

Department/College Evaluation Committee or Department/College LecturerEvaluation Committee (see below). Additional visitations may also be scheduled atthe request of the lecturer or an appropriate administrator.

2. SOTEs. The SOTEs for lecturers are administered in the same way as they are for tenure-line faculty (FAM 652.1). For those lecturers whose assignment is supervision, StudentEvaluations of Supervision Effectiveness (SESEs) shall be used instead.

Lecturers on the Academic Term or Academic Year contract are required to have all oftheir classes SOTEd.

Lecturers on the Three-Year contract may exclude up to 20% of the courses SOTEd frombeing used for evaluation in a given academic year. The exclusion should not negatively

26


affect the representativeness of the lecturer’s teaching portfolio as determined jointly by the department head and the evaluated lecturer. In the event of disagreement about what courses are deemed “representative,” each party shall select 50% of the courses as representative. If this selection process results in SOTEs not being included for evaluation, the department head and the lecturer concerned will sign a statement indicating which SOTEs shall be excluded from evaluation. The signed statement shall be placed in the lecturer’s WPAF.

3. Other evidence/documentation. For lecturers with accomplishments beyond and related tothose that are specified in their contract, they may include the documentation for theseaccomplishments for evaluation.

For lecturers who are assigned non-teaching duties on their contract, the accomplishments related to these duties shall be documented and be considered. Such documentation shall be placed in the lecturer’s WPAF (see below).

Procedure and Process

The evaluation of lecturers are conducted primarily at the department level and in coordination with the college and the Office of Faculty Affairs and Development.

1. Committee for evaluationThe committee for the evaluation of lecturers may be the Department EvaluationCommittee, which is created in accordance with FAM 652.1 (three tenured faculty, twoof whom must be at the rank of professor). It may also be a separate committee (LecturerEvaluation Committee) if the department so chooses based on a vote of the tenure-linefaculty. This committee will be composed of at least three tenured faculty elected via thesame process for the Department Evaluation Committee. The chair of the committee iselected by committee members. The department head cannot be an elected committeemember. He or she, instead, conducts the evaluation jointly with the committee in thecapacity of the department head.

Lecturers hired by or assigned to teach in a college may be evaluated by the CollegeEvaluation Committee or a College Lecturer Evaluation Committee. The CollegeLecturer Evaluation Committee shall be elected in the same way as the DepartmentLecturer Evaluation Committee.

If a Lecturer Evaluation Committee is composed (at either the department or collegelevel), it will assume the responsibilities in all aspects of lecturer evaluation as specifiedin FAM 652.1 (e.g. assignment of class visitation). The Evaluation Committee shall bereleased of these responsibilities.

2. Lecturer WPAFa. Evaluation of lecturers shall be based solely on the lecturer’s WPAF.b. The college shall be responsible for assembling the WPAFs and delivering them to

the committee that evaluate the lecturers.

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i. For lecturers whose responsibility is solely teaching, the WPAF shall include aLecturer Evaluation Form (See Appendix), a list of all classes taught during theevaluation cycle, SOTE results, visitation reports, previous years’ evaluationreports (if applicable), and documentation for excluded SOTEs (if applicable). Itmay also include information on accomplishments beyond their contractual dutiesas specified in Item 3 under the Accumulating Documentation section.

ii. For lecturers whose duties are primarily teaching but include other, non-teachingassignments, the activities and accomplishments in these assignments shall beincluded in addition to the items listed in “i” above.

iii. For lecturers whose assignments are solely or primarily non-teaching, a FacultyActivity Report (FAR) shall be submitted by the lecturer to the college office. Therequirements for the FAR are the same as those for tenure-line faculty asstipulated in FAM 652.1.

3. Frequency of evaluationa. Lecturers on the Academic Term contract shall be evaluated at the discretion of the

appropriate administrator. Lecturers themselves can also request evaluation.b. Lecturers on the Academic Year contract shall be evaluated in the last term of their

contract.c. Lecturers on the Three-Year contract shall be evaluated in the last term of their

contract. More frequent evaluations may be conducted upon the request of thelecturer or at the discretion of the president or designee.

4. Process and timeline for evaluationa. Lecturer evaluation typically takes place the spring term. However, the department or

college may opt to conduct the evaluation in other terms.b. The third week of the term: Evaluators receive lecturers’ WPAFs.a. Subsequent weeks: Evaluators conduct evaluation using the Lecturer Evaluation

Form (Appendix).c. No later than the end of the term: Evaluators submit the lecturer Evaluation Form to

the college dean.

d. Criteria of evaluationa. Teaching: the criteria for teaching are the same as for tenure-line faculty’s

performance review (FAM 652.1).b. Non-teaching: the criteria for non-teaching duties are the same as for tenure-line

faculty to reflect the scope of the duties specified in the evaluated lecturer’s contract(FAM 652.1).

Approved by the Faculty Senate on _________________ Approved by the President _________________ First Created by Faculty Affairs Committee, April 2019

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APPENDIX: LECTURER EVALUATION FORM

Part 1: Information[to be filled out by college office]

Name: _____________________ Department: _____________________________

Type of Appointment: __ Academic Term; __ Academic Year; __ Three-Year; __ Other

Time base: ____ Period under review: ________(Term) to ______ (Term)

Courses taught during the evaluation cycle: ______________________________________

**********************************************************************************

Part 2: Evaluation [to be filled out by committee]

Provide a summary evaluation of the quality of performance in the following areas:

1. Teaching (Not all sections may be applicable. For example, Sections A through C may not be applicable tothe evaluation of lectures with entirely supervision assignments.)

a. Comment on Command of the Subject Matter, Course Design/Preparation, Instructional Material andOrganization, Effectiveness in Instruction, and Academic Assessment of Students

b. Comment on Classroom Visitations

c. Comment on SOTEs

d. Comment on other instructional related activities

e. Other comments

2. Research, scholarly or creative contributions (if applicable)

3. University and/or community service (if applicable)

If a lecturer is eligible for a three-year appointment or for a subsequent appointment, indicate whether the lecturer’s performance is satisfactory or unsatisfactory and provide reasons for your evaluation.

___ Satisfactory _____ Unsatisfactory

Reasons:

Signed by:

___________________ _____________________ ______________________

[NAME AND DATE] [NAME AND DATE] [NAME AND DATE]

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FOR OFFICE USE ONLY


Signed

_____________________________ ___________________________ Karen Kolehmainen (Senate Chair) Date

_____________________________ ___________________________ Tomás Morales (CSUSB President) Date

[This is the last page of an FAM document and shall be kept in the senate office. The dates on this page must match dates on the corresponding lines of the previous page.]

30

FAM 652.1, 2019 Evaluation of tenure-line faculty

FSFSD:D: 8585--118877vv11..RR2220 FAFAMM 665252..44

PROCEDURES AND CRITERIA FOR PERFORMANCE REVIEW AND PERIODIC EVALUATION OF TENURE-LINE FACULTY

VOLUME I: INSTRUCTIONAL

FACULTY FAM 652.14

(Formerly FAM 300)

CHAPTER 1

PROCEDURES FOR PERFORMANCE REVIEW AND PERIODIC EVALUATION

I. PREAMBLE

The purpose of evaluation is to develop and maintain high quality faculty who are intellectually and professionally active and who communicate effectively with students. The goal of evaluation is to ensure the protection of faculty, student, and institutional interests.

Peer judgment is vital to any evaluation process designed to maintain high academic standards. Peer evaluation occurs at the Department/School, College, and the University level. In addition, evaluation includes administrative review. Student opinion of faculty teaching is required for assessment of teaching effectiveness. Accordingly, the following sources of information are to be used in the process of evaluation:

A. Faculty Activities Report (FAR),

B. Student Opinion of Teaching Effectiveness (SOTE) andFaculty Senate approved alternative student evaluationinstruments, and

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C. Classroom Visitation Reports.

The evaluation process is designed to evaluate teaching effectiveness, to assess faculty performance, and to provide constructive guidance to the faculty member in achieving intellectual growth and professional development.

Procedures contained in this document are in accordance with the Collective Bargaining Agreement (CBA). The CBA uses the term "Faculty Unit Employees" to refer to all persons in Bargaining Unit 3. In this Volume, the term "faculty" shall refer to all faculty unit employees who are instructional faculty. Faculty in the “Faculty Early Retirement Program” (FERP) are not eligible to serve on University and College evaluation committees. Faculty in the “Faculty Early Retirement Program” (FERP) may serve on Departmental evaluation committees when specific conditions are met (refer to FAM 651.7. In any case where disagreement occurs between this Volume and the CBA, the CBA shall prevail.

In this Volume, the term, “department” shall also refer to schools where applicable.

II. EVALUATION

A. TYPES OF EVALUATION

There are two types of evaluation. First is performance review, which is applicable to all probationary faculty members for purposes of determining retention, tenure, and/or promotion. Performance review is also applicable to all tenured faculty requesting consideration for promotion.

The second type of evaluation is periodic evaluation, which is applicable to all faculty members not subject to performance review.

B. GENERAL PROVISIONS OF EVALUATION

Several general provisions apply to both performance review and periodicevaluation.

1. Only tenured faculty members and academic administrators mayengage in deliberations and make recommendations regarding theevaluation of other faculty members. Evaluation criteria andprocedures shall be available to faculty members before the

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evaluation process begins. No changes in such criteria or procedures may be made during the evaluation process.

2. At all levels of review, before recommendations are forwarded tothe next evaluation level, faculty members shall be given a copy ofeach recommendation stating in writing the reasons for therecommendation. Faculty members have the right to respond orsubmit a rebuttal within ten days following receipt of therecommendation. A copy of the response or rebuttal statementshall accompany the Working Personnel Action File (WPAF), andshall also be sent to any previous levels of review. Upon request,the faculty member may be provided an opportunity to discuss therecommendation with the recommending party. This provision shall

not require that evaluation time lines be altered.

3. Personnel recommendations or decisions relating to retention,tenure, promotion, termination, or any other personnel action shallbe based primarily on material contained in the Personnel ActionFile (PAF). If a personnel recommendation or decision is based onreasons not contained in the Personnel Action File, the partymaking the recommendation or decision shall commit thosereasons to writing, and this signed statement shall be placed in thePersonnel Action File and a copy provided to the faculty member.

4. In cases of promotion, evaluation committee members must have ahigher rank than those being considered for promotion.

5. Recommendations shall be confidential, except that the affectedfaculty member, the designated administrators, the President, andthe peer review committee members shall have access to writtenrecommendations.

6. Timetables for performance review and periodic evaluation areprepared at the beginning of each academic year by the AssociateProvost for Academic Personnel and submitted to the FacultySenate for approval.

C. EVALUATION COMMITTEES: Composition and Functions

1. Department Evaluation Committees

a. Composition: A Department Evaluation Committee shall becomposed of three tenured elected faculty, two of whom

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must be at the rank of Professor, and the third shall be a Professor or an Associate Professor who is not presently being considered for promotion. The Department Chair may not serve on this committee. The committee shall elect a chair who shall hold the rank of Professor. Annually, the members of the department shall nominate and elect committee members from within the department or from related academic disciplines (refer to FAM 651.7. A member of a Department Evaluation Committee cannot serve concurrently as a member of a College Evaluation Committee or the University Evaluation

Committee, but may serve concurrently on other Department Evaluation Committees.

b. Functions: This committee shall conduct performancereviews at the departmental level as well as periodicevaluations for first, third, and fifth year probationary faculty,full- and part-time temporary faculty, and tenured faculty whohave not been considered for promotion during the past fiveyears.

2. Department Part-Time Temporary Evaluation Committee

A department may form a Department Part-Time EvaluationCommittee, the sole purpose of which shall be the periodic reviewand evaluation of part-time temporary faculty. The DepartmentChair may not serve on this committee, but will prepare a jointevaluation with the committee. The decision on whether to formsuch a committee shall be made annually by a vote of the tenuretrack faculty of the department. This committee will be composedof at least three, but no more than five tenured, elected faculty fromwithin the department.

5.2. College Evaluation Committees

a. Composition: A College Evaluation Committee shall becomposed of four tenured full-time senior faculty members. At leastthree shall hold the rank of Professor, and one may be anAssociate Professor who is not presently being considered forpromotion. The committee shall elect a chair who shall hold therank of Professor. Department Chairs or Associate Deans may notserve on this committee. Members shall be elected to staggered

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two year terms by the faculty of the college. In the case of college committees, no more than one member may come from a single department, unless the college has fewer than four departments, in which event, no more than two members may come from a single department. A member of a College Evaluation Committee cannot serve concurrently as a member of a Department Evaluation Committee or the University Evaluation Committee.

b. Functions: This committee shall conduct performancereview at the college level.

6.3. University Evaluation Committee a. Composition: The University Evaluation Committee shall be

composed of one tenured Professor elected from eachCollege by the tenure-track faculty of the College; onetenured Librarian elected by the tenure-track librarians; andone tenured SSP, AR elected by the tenure-track SSP, ARs.Department Chairs or Associate/Assistant Deans may notserve on this committee. Library Evaluators may serve onthis committee but must withdraw whenever a librarian theyhave evaluated is to be evaluated. Members shall servetwo-year staggered terms. The Committee shall elect aChair. A member of this committee cannot serveconcurrently as a member of any evaluation committee at alower level.

b. Functions: This committee shall conduct a performancereview for faculty members at the University level in caseswhere recommendations from the Department, DepartmentChair, College, and Dean are not unanimous, as well as incases involving non-retention, denial of tenure, or denial ofpromotion. This committee shall also serve as the higherlevel peer review committee for librarians and SSP, ARs. Inaddition, the committee shall rank faculty in promotioncases, basing their rankings primarily on previousrecommendations and rankings. This Committee shall alsoconduct performance reviews in any case at the request ofthe President or designee.

D. INSTRUMENTS OF EVALUATION

1. Faculty Activities Reports (FARs)

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FARs shall be submitted by all faculty members subject to performance review and by probationary and full-time temporary faculty members subject to periodic evaluation. These shall cover all three areas of evaluation: teaching, research, scholarly or creative contributions, and University and/or community service.

The Faculty Activities Report should cover the following periods of time:

a. For all probationary faculty being considered for retention ortenure, the FAR should be cumulative since appointment.

b. For faculty applying for promotion, the FAR should becumulative since the last promotion or since initial appointment,whichever is most recent. (NOTE: The FAR should includeactivities since the FAR submission date for the last successfulpromotion.)

c. For all others (e.g., tenured faculty subject to periodicevaluation and full-time temporary faculty), the FAR should becumulative since the submission of the most recent FAR.

2. Supporting Documentation

The faculty member will provide a brief narrative explaining the significance of the faculty member’s work and contributions in each area of the FAR: teaching; research, scholarly, and creative activities; and service. Supporting documentation for activities must be attached to this report (for example, course descriptions, reprints of publications, appropriate evidence regarding speeches, consultations, performances, exhibitions, work in progress, etc.) as follows:

a. For probationary faculty being considered for retention, allsupporting documentation since the last performance review.

b. For probationary faculty being considered for tenure and/orpromotion, all supporting documentation since appointment.

c. For tenured faculty applying for promotion, all supportingdocumentation since the last promotion or since initial appointment,whichever is most recent.

d. For all others (e.g., tenured faculty subject to periodicevaluation and full-time temporary faculty), all supportingdocumentation since the last FAR was submitted.

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Faculty members may include professional activities carried out prior to appointment. Pre-employment dates of such activities should be noted.The entire professional experience of the faculty member should be examined and considered, but primary consideration shall be given to the professional accomplishments during the appropriate time period as indicated above.

All FARs must be accompanied by an Index of Attachments.

When a faculty member reports collaborative research, scholarly or creative contributions activities or accomplishments, a Joint Activities Report form should be submitted with the FAR for each joint activity.

3. Classroom Visitation Reports

Classroom Visitations shall be conducted for all probationary facultymembers, tenured faculty members requesting consideration forpromotion, full-time temporary faculty members, and part-time temporaryfaculty membersand lecturers. Classroom visitations shall be conductedwhen requested by tenured faculty. The following guidelines must be met:

a. Classroom visitations shall be performed at least once eachacademic year during the probationary period. Over a period oftime, visits should be scheduled in as many different courses aspossible and by a variety of visitors. At the request of the facultymember, or the Department Evaluation Committee and theDepartment Chair jointly, or the College Evaluation Committee andthe College Dean jointly, additional visitations may take place.

Full-time temporary faculty members shall be visited at least onceduring every periodic evaluation review cycle. Part-time, temporaryfaculty members shall be visited the first time they teach a course.Subsequent visitations for temporary faculty may be scheduledwhenever appropriate as determined by the Department EvaluationCommittee or at the request of the temporary faculty member.

b. For probationary and tenured faculty, the course visitors and thecourse to be visited shall be selected jointly by the CollegeEvaluation Committee and the College Dean, in consultation withthe Department Chair, no later than during the third week ofclasses. The Department Chair shall in turn consult with the facultymember to be visited for concurrence before the formal assignmentof visitors. For temporary facultylecturers, course visitors and thecourse to be visited shall be selected jointly by the Department

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Evaluation committee and the Department Chair.

All faculty members shall be informed in writing of planned visits. Notification shall take place not less than three days before the visitors have been notified of their assignments. All classroom

visitation assignments should be completed by the end of the fifth week of classes.

c. Course visits for faculty in their first two probationary years shall beconducted by two tenured colleagues, of a rank equal to or higherthan that of the faculty member to be visited. Where possible, atleast one of the visiting colleagues should be from the discipline ofthe faculty member being visited. Normally both visitors shall visitthe same course on the same date.

Course visits for all other probationary faculty and for tenuredfaculty applying for promotion shall be conducted by one tenuredcolleague, of a rank equal to or higher than that of the facultymember to be visited. Where possible, the visiting colleagueshould be from the discipline of the faculty member being visited.An additional visitor may be requested by the faculty member to bevisited.

In the case of temporary facultylecturers, one faculty member ofthe same or higher rank shall be assigned to visit.

There shall be mutual agreement between the visitor and thevisitee regarding dates for classroom visits.

d. Classroom visitation forms will be sent by the College Dean's officeto the visitors and the person to be visited prior to the pre-visitconference. Prior to the visit, a pre-visit discussion shall take placebetween the visitor(s) and the person visited. This discussion shallconcern matters such as the course objectives, content andorganization, approaches and methods used, and the relevance ofthe class to be visited to the overall course plan. The visitingcolleague(s) shall arrange all meetings. The colleague to be visitedshall furnish copies of syllabi, exams, and other materials to eachvisitor.

For online or hybrid courses, there shall be a mutual agreementbetween the visitor and the visitee regarding the nature of theclassroom visit: student privacy issues if the visitee is to have

38


access to student graded work (i.e. will the visitor have student or instructor-level access to the course website?); the time period for electronic access; and the methods for delivery of the online class materials including, but not limited to, discussion boards, chat room

logs, online lecture notes and exams (e.g., electronic access or printed copy). An acceptable classroom visit could include, for example, a log of an online chat discussion plus the corresponding classroom materials to support the visitation (as in traditional classroom visits). In the case of a hybrid course, the visitor and the visitee should determine the most appropriate venue (i.e., online or in class) for the visitation.

e. No later than two weeks after the visit, each visiting colleague shallcomplete the Classroom Visitation Report form and present it to thefaculty member visited. At this time a post-visit discussion shalltake place concerning the contents of the report and suggestionsfor improvement. This stage of the evaluation process is intendedto help the faculty member in the development of teachingcapabilities and to enable him or her to benefit from the experienceof colleagues.

f. The faculty member visited and the visiting colleague shall sign theClassroom Visitation Report. The original report for full-time facultyis transmitted by each visiting colleague with all materials to theCollege Dean's office, which in turn shall forward it to the AcademicPersonnel Office (APO) for inclusion in the PAF. The facultymember visited shall be given a copy of the report by the visitor.

For part-time faculty, the classroom visitation report remains in theCollege Dean’s office or the department office for inclusion in thePAF.

All classroom visitation reports are due in the college office by thedate grades are due for that term.

g. The faculty member visited may submit to the College office awritten statement of response or rebuttal to be attached to thereport(s). This response or rebuttal shall be submitted within sevendays following the post-visit.

h. The Classroom Visitation Report is not a recommendationregarding retention, promotion, or tenure decisions.

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4. Student Opinion of Teaching Effectiveness (SOTE) and

Alternative Evaluation Instruments.

a. Written or electronic student evaluation shall be required for all classesthat faculty teach, with the following exceptions:

i. Classes with enrollments of fewer than five students;ii. Field experiences, thesis research, distance learning throughinteractive televised video, independent project/study, recitations, andinternships; andiii. Team-taught classes.

b. Faculty members teaching classes in which SOTEs are not administeredare encouraged to use alternative evaluation instruments.

c. The following guidelines should be met for all SOTEs:i. Faculty Senate authorized forms shall be used.ii. The person teaching the course shall not be present when studentevaluation is conducted.iii. As soon as practicable after the end of the quarter in which thestudent evaluation is administered, faculty shall receive a summary ofresults as well as the original paper forms. Tenured and tenure-trackfaculty members should retain the original forms at least until theyreceive their next performance review or, in the case of facultymembers at the rank of Professor, their next periodic evaluation.Lecturers should retain the original forms at least until they receivetheir next periodic evaluation.iv. All SOTEs (and their results) will be stored in electronic format.The following provisions shall govern whether, when, and for howlong a particular SOTE (and its result) is incorporated by extensioninto the Personal Action File (PAF):

A. Probationary Faculty (Untenured Tenure-Track Faculty)

1. A SOTE administered in a class taught by a first-year probationaryfaculty member during the faculty member’s first quarter ofteaching at the University as a probationary faculty member shallbe excluded from the faculty member’s PAF unless the facultymember requests that it be included.

2. All other SOTEs administered in classes taught by a probationaryfaculty member (regardless of rank) shall be included by extensioninto the faculty member’s PAF.

B. Tenured Faculty

1. Tenured Assistant and Associate Professors may exclude up to

40


twenty percent (20%) of the classes SOTEd per academic year after having received tenured status. No SOTE administered in a class that has received a class visitation may be excluded.

2. Tenured Professors may exclude up to thirty percent (30%) of thecourses SOTEd per academic year after having been promoted tothe rank of Professor.

3. In cases where student evaluations are not to be included in theWPAF, classes chosen to be included in the WPAF shall berepresentative of the faculty member’s teaching assignment, andshall be jointly determined in consultation between the facultymember being evaluated and his/her department chair. In theevent of disagreement, each party shall select 50% of the coursesto be included in the WPAF. In cases where this consultation orselection process results in student evaluations not being includedin the WPAF, the department chair and the faculty member beingevaluated shall sign a statement indicating which evaluations shallnot be included in the WPAF.

4. At the time of submitting a Faculty Activities Report, either forPeriodic Evaluation or Performance Review, a faculty membershall provide Academic Personnel the statement describedimmediately foregoing subsection (3). Neither that statement northe SOTEs specified for exclusion therein shall be included in theWPAF. All other SOTEs administered during the period underreview and held administratively shall be included by extensioninto the faculty member’s PAF.

C. Temporary Faculty

1. Temporary faculty members must have all their classes SOTEdand all SOTEs will be included in the WPAF except for those witha three-year contract appointment. Those with a three-yearcontract may exclude up to 20% of the courses SOTEd in a givenacademic year.

2. In cases where student evaluations are not to be included in theWPAF, classes chosen to be included in the WPAF shall berepresentative of the faculty member’s teaching assignment, andshall be jointly determined in consultation between the facultymember being evaluated and his/her department chair. In theevent of disagreement, each party shall select 50% of the coursesto be included in the WPAF. In cases where this consultation orselection process results in student evaluations not being includedin the WPAF, the department chair and the faculty member beingevaluated shall sign a statement indicating which evaluations shall

41


not be included in the WPAF.

3. Any direction that a SOTE be excluded from the PAF of atemporary faculty member shall be made in writing and deliveredto the Office of the Department or School that offered the SOTEdclass no later than April 30th following the administration of theSOTE.

4. All SOTEs not excluded by the foregoing provisions shall beincorporated by extension in the temporary faculty member’s PAF.

d. Alternative Student Evaluation Instruments.

Based on college or departmental guidelines, additional evaluation instruments such as student evaluations of supervision effectiveness (SESEs) may be used as supplements or alternatives to SOTEs.

E. FILES

1. The Personnel Action File (PAF)

a. A PAF shall be maintained for each faculty member. PAFs fortenured professors are kept at the college office. PAFs for part- time temporary faculty are kept at the college or department office.PAFs for all other faculty are kept at the APO.

b. A faculty member shall have the right to submit additional materialsto his/her PAF and shall have the right to submit a written rebuttalto any material in his/her file. Only material identified by sourcemay be placed in the PAF. Identification shall indicate the author,the committee, the campus office, or the name of the officiallyauthorized body generating the material. The faculty member shallbe provided with a copy of any material to be placed in the PAF atleast five days prior to the placement.

c. A faculty member shall have the right of access to all material inhis/her PAF, exclusive of pre-employment materials, except whenthe pre-employment materials are used in personnel actions.

d. The PAF may be inspected by the faculty member upon request tothe appropriate office. A copy of all materials requested shall beprovided within fourteen days of the request. If the faculty memberbelieves that any portion of the file is not accurate, a correction ordeletion of those materials may be requested. If the request is

42


denied, the faculty member shall have seven days to submit the request to the President or designee. Within twenty-one days of

the request to the President or designee, the President or designee shall provide to the faculty member a written response. If the President or designee grants the request, the record shall be corrected or the deletions made, and the faculty member shall be sent a written statement to that effect. If the President or designee denies the request, the response shall include the reason(s) for denial.

e. The PAF shall be held in confidence. Access to a faculty member'sfile shall be limited to persons with official business. Theappropriate office shall log all instances of access to a PAF. Thisrecord shall be a part of the file.

2. Working Personnel Action File (WPAF)

a. The WPAF refers to the portion of the Personnel Action File usedduring the time of performance review or periodic evaluation of afaculty member. The WPAF shall include, where required, thefollowing:

1. A FAR (and the Index of Attachments to the FAR) reflectingthe cumulative record in all areas of evaluation;

2. Classroom Visitation Reports;

3. Student Opinion of Teaching Effectiveness (SOTEs) oralternative student evaluation instruments (summary reportsand completed forms);

4. Responses and rebuttals;

5. Faculty authored reports from sabbatical leaves, difference- in-pay leaves, mini-grants, and other internal CSUSB grants;

6. All other evaluation materials appropriately included in thePAF;

7. All current and previous summary statements andrecommendations resulting from the evaluation process.

b. Materials submitted to the WPAF by a faculty member forevaluation purposes shall be deemed incorporated by reference in

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the PAF, but need not be physically placed in the file. An index of such materials shall be prepared by the faculty member and submitted with the materials. Such an index shall be permanently placed in the PAF.

c. The original SOTE forms will be stored in electronic format andincorporated by extension into the PAF. The actual SOTE formswill be returned to the faculty member for their keeping. Tenuredand tenure-track faculty members should retain the original formsat least until they receive their next performance review or, in thecase of faculty members at the rank of Professor, their nextperiodic evaluation. Temporary faculty should retain the originalforms at least until they receive their next periodic evaluation.

F. RECOMMENDATIONS

Recommendations shall be made following a thorough review of theWPAF relative to each applicable criterion. All participants who makerecommendations shall, in addition, ensure that criteria are applied equallyfor each faculty member evaluated. If there are omissions ofdocumentation, information or recommendations in the materialssubmitted for review, the materials may be returned for amplification. Anysuch amplification shall be provided in a timely manner.

G. DECISION

The President or designee shall receive the WPAF, review its contentsand recommendations, and reach a decision. The President's ordesignee's decision shall be communicated in writing to the facultymember and shall state the reasons for the decision.

III. PERFORMANCE REVIEW

A. DEFINITIONS

1. Performance Review

Performance review is the process whereby decisions concerningretention, promotion, and tenure are made. Performance reviews are

based upon information obtained from students, peers, andadministrators in the manner described in this document. Uponcompletion of deliberations at each level of performance review, a copy ofthe recommendation shall be forwarded to the faculty member, who may

44


respond in writing within ten days after receipt of the recommendation and/or request a meeting with the recommending party.

2. Probation

The normal period of probation shall be six years of credited service orfull-time probationary service. A year of service for a faculty member in anacademic year position is three consecutive quarters of employment withinan academic year. Any deviation from the normal six year probationaryperiod shall be the decision of the President or designee, followingconsideration of recommendations from the Department EvaluationCommittee, the Department Chair (if applicable), the College EvaluationCommittee, the College Dean, and the University Evaluation Committee, ifapplicable.

A probationary faculty member in the second year of service shall benotified by the President or designee of a final decision on retention nolater than February 15. A probationary faculty member who has servedmore than two years of probation shall be notified by the President ordesignee of a final decision on retention or a terminal year appointment nolater than June 1.

3. Tenure

Tenure is the right of a faculty member to continue permanentemployment at the campus except when such employment is voluntarilyterminated, or terminated by the employer pursuant to the provisions of acollective bargaining agreement or law.

The President or designee may award tenure to a faculty member after asix-year probationary period. Upon application by a candidate andconsideration of positive recommendations from evaluation committees,Department Chairs, and/or College Dean, the President or designee mayaward tenure before the end of the six-year probationary period. Tenure

shall be effective at the beginning of the academic year succeeding theyear in which tenure is awarded.

4. Promotion

Promotion is the advancement to a higher rank of a probationary ortenured faculty member. A probationary faculty member shall notnormally be promoted during probation. A probationary faculty membershall normally be considered for promotion at the same time he/she isconsidered for tenure. Probationary faculty members shall not bepromoted beyond the rank of Associate Professor.

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Upon application by the candidate and following consideration of positive recommendations from evaluation committees, the Department Chair, and/or College Dean, probationary faculty members may be promoted to the rank of Associate Professor. Promotion of a tenured faculty member shall normally be considered during his/her fifth year of service in the same rank. Upon application, and following consideration of positive recommendations from evaluation committees, Department Chairs, and/or College Dean, a tenured faculty member may be promoted to the rank of associate professor or professor prior to the fifth year of service in the same rank.

The President or designee shall notify the faculty member in writing of the final decision on promotion no later than June 15. Such notification shall include the reasons for approval or denial and shall indicate the effective date of the promotion.

B. PARTICIPANTS IN PERFORMANCE REVIEW

1. Faculty members. Performance review applies to all second, fourth andsixth year probationary faculty members, tenured faculty members applying forpromotion, and probationary faculty members applying for early tenure and/orearly promotion. Third and fifth year probationary faculty members may also besubject to performance review upon notification by the President or designee.

2. Department Chairs/Directors

3. Department Evaluation Committees

4. College Evaluation Committees

5. College Deans

6. University Evaluation Committee

7. President or designee

C. PROCEDURES FOR PERFORMANCE REVIEW

The performance review process is composed of a number of steps involving theaccumulation of materials to be evaluated and the determination ofrecommendations at various levels of peer and administrative review.

1. Procedures governing performance review for faculty

a. Faculty members complete FAR forms and submit these to theAcademic Personnel Office (APO).

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Prior to the beginning of the review process, the faculty unit employee subject to review shall be responsible for the identification of materials he/she wishes to be considered and for the submission of such materials as may be accessible to him/her. Evaluating committees and administrators shall be responsible for identifying and providing materials relating to evaluation not provided by the employee.

A specific deadline before the recommendation is made at the first level of evaluation shall be established by campus policy, at which time the WPAF is declared complete with respect to documentation of performance for the purpose of evaluation. Insertion of material after the date of this declaration must have the approval of the Department Evaluation Committee and shall be limited to items that became accessible after this declaration. Material inserted in this fashion shall be returned to the initial evaluation committee for review, evaluation, and comment before consideration at subsequent levels of review. If, during the review process, the absence of required evaluation documents is discovered, the WPAF shall be returned to the level at which the requisite documentation shall have been provided. Such materials shall be provided in a timely manner.

b. The APO assembles the WPAFs and submits these to theDepartment Evaluation Committees and Department Chairs forconcurrent and independent review and recommendations. In theevent a department chair withdraws voluntarily or is asked by the

College Dean to withdraw from the evaluation process due toconflict of interest, the faculty member involved may choose toselect the names of three department chairs within the college andsubmit these names to the College Dean. The College Dean shallselect one of the nominated department chairs to prepare asubstitute chair recommendation. This same procedure shall befollowed in the case when a department chair is ineligible orunavailable to make a recommendation.

c. College Evaluation Committees and College Deans concurrentlyreview WPAFs and prepare recommendations. In the event aCollege Dean withdraws voluntarily or is asked to withdraw from theevaluation process by the Provost due to conflict of interest, thefaculty member involved may choose to select the names of two

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College Deans and submit these names to the Provost. The Provost shall select one of the nominated College Deans to prepare a substitute dean's recommendation.

d. If recommendations from the Department Evaluation Committees,Department Chairs, College Evaluation Committees, and theCollege Deans are unanimous, and do not involve non-retention ordenial of tenure or promotion, the WPAFs are submitted directly tothe President or designee for a decision. The President ordesignee may request a recommendation from the UniversityEvaluation Committee in other cases as needed.

For all those cases involving disagreements between therecommending parties or for non-retention or denial of tenure orpromotion, the WPAFs are submitted to the University EvaluationCommittee for review and recommendation.

e. When making recommendations for retention, a Department Chair,College Dean, or an Evaluation Committee may recommend aperformance review be required in the third or fifth probationaryyear. Such recommendations shall be placed in the “AdditionalComments” section of the performance review.

The APO submits the WPAFs to the President or designee fordecision. In addition to decisions regarding retention, promotion, ortenure, the President or designee may notify probationary facultymembers that performance review is required in the third or fifthprobationary year, following the same timeline as performancereviews for fourth year probationary faculty. In such cases, theclassroom visitation schedule followed will be the same as forfourth year probationary faculty.

IV. PERIODIC EVALUATION

A. DEFINITIONS

1. Periodic Evaluation

Periodic evaluation is the process whereby faculty members whoare not subject to performance review are evaluated. Thosesubject to periodic evaluation include temporary part-time andtemporary full-time faculty, and first, third, and fifth yearprobationary faculty, and tenured faculty. Third and fifth yearfaculty applying for early tenure and/or early promotion will be

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subject to performance review, and therefore periodic evaluation will not be necessary. Periodic evaluation will also not be necessary for third and fifth year faculty members subject to performance review as a result of notification by the President or designee.

2. Purpose of Periodic Evaluation

The purpose of periodic evaluation for faculty is to evaluateteaching and, where applicable, research, scholarly or creativecontributions and University and/or community service. Wherenecessary, steps may be recommended to improve performance.

3. Result of Periodic Evaluation

The result of periodic evaluation is to be a summary statement onthe strengths and weaknesses of the faculty member in the areasof teaching, research, scholarly or creative contributions andUniversity and/or community service. This statement may includerecommendations for improvement. Upon completion, eachsummary statement is placed in the PAF and a copy is provided tothe faculty member.

The results of periodic evaluation shall be given careful considerationwhenever a subsequent appointment for temporary faculty isconsidered.

B. PROCEDURES FOR PERIODIC EVALUATION

1. Temporary Full-Time Faculty

a. Temporary full-time faculty submits FARs to the APO.

b. The APO assembles the WPAF.

c. The Department Evaluation Committee and Department Chair shallreview the WPAF and jointly prepare summary statements ofevaluation and submit these to the APO. In the case of temporaryfull-time faculty not assigned to a department, the CollegeEvaluation Committee and the College Dean shall jointly preparesummary statements.

2. Temporary Part-Time Faculty

a. The College Dean's office assembles WPAFs consisting ofClassroom Visitation Reports, SOTEs, and any other appropriate

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evaluation materials.

b. The College Dean's office submits the WPAFs to the DepartmentChairs and Department Evaluation Committees, or DepartmentPart-Time Evaluation Committees, for joint review.

c. Department Chairs and Department Evaluation Committees, orDepartment Part-Time Evaluation Committees, jointly preparesummary evaluations and submit these to the appropriate CollegeDean's office.

3. Schedule for Periodic Evaluations of Temporary Part-time and Full-timeFaculty

Temporary part-time faculty members appointed for two quarters or less,within an academic year, shall be evaluated at the discretion of thedepartment chair or appropriate administrator. The temporary part-timefaculty member can request that an evaluation be performed.

Temporary faculty members appointed for 3 or more quarters, within anacademic year, shall receive a periodic evaluation by the end of the springquarter.

Temporary faculty members with a 3-year appointment shall have aperiodic evaluation in the third year of the appointment; such facultymembers may be evaluated more frequently upon the request of thetemporary faculty member or the President, or designee.

4.1. First, Third, and Fifth Year Probationary Faculty

a. First, third, and fifth year probationary faculty complete FARs andsubmit these to the APO.

b. The APO assembles the WPAF.

c. The Department Evaluation Committees and Department Chairsjointly prepare summary statements of their evaluations and submitthese to the APO.

5.2. Tenured Faculty

See Chapter 4, Section II

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CHAPTER 2

CRITERIA FOR PERFORMANCE REVIEW

I. PREAMBLE

One of the hallmarks of university excellence is the sound academic balance ofits instructional faculty. This balance results from a blend of excellent teaching,active and substantive research, scholarly or creative contributions andprofessional service to the University and/or community. These criteria shall beapplied to all persons seeking retention, tenure, and/or promotion as members ofthe tenure track faculty and to all faculty subject to periodic evaluation.

II. AREAS OF EVALUATION

A. TEACHING

The primary function of the California State University is the provision ofrigorous, high-quality instruction. Evidence of teaching effectiveness iscrucial to the overall evaluation process, with the recognition that teachingis a partnership between faculty and students.

Teaching effectiveness shall be evaluated by the quality of performance ofthe faculty member in varied aspects of instruction. These may include,but are not limited to, classroom instruction; studio instruction; laboratoryinstruction; supervision of individual projects; and supervision of fieldwork.

Those persons involved in the evaluation process shall recognize theexistence of differences in teaching styles and student assessmentstandards.

While no single style or manner of teaching can be established as best forall instructors or for all students, faculty members are expected to workeffectively with students individually and in groups. Evaluation of teachingshall be based upon the particular methods used by the instructor, andwhether or not they are likely to produce the desired results.

Primary sources for evidence concerning the quality of instruction shall befaculty activities reports, classroom visitation reports, with appendedmaterials gathered during the pre- and post-visit conferences; SOTEs;alternative teaching evaluation instruments; and syllabi and major

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assessment instruments for each new or revised course taught by the faculty member. The faculty member may include a teaching portfolio. Items appended to classroom visitations or included from other courses may include (but are not limited to) course syllabi, lab schedules, examinations and quizzes, hand-out materials, and other appropriately demonstrative materials.

Evaluation committees, Department Chairs (if applicable), and the appropriate College Dean shall consider all materials related to teaching, determine the appropriateness and quality of teaching, and evaluate the faculty member's teaching relative to academic rank.

Quality of instruction shall be evaluated in the following areas:

1. Command of Subject Matter

Credentials presented by a faculty member upon appointmentattest to the faculty member's initial command of the subject matter.However, because refinement and change are inherent in any areaof knowledge, faculty members must possess current knowledgewithin their area(s) of expertise.

2. Course Design/Preparation, Instructional Material, andOrganization

Faculty members must design or prepare and develop a coursethat (a) is aligned with course goals, description, and mode ofinstruction (eg: lab, lecture, seminar); (b) is organized to includelearning activities and strategies that will achieve course goals andenhance student learning; (c) reflects a reasonable allocation oftime and resources; and d) has the appropriate use of instructionalmaterials, including technology. A course syllabus will be designedand developed for each course. At the beginning of each course,faculty members should make clear to students the objectives,requirements, student assessment standards and methods, andplan for that course.

3. Effectiveness in Instruction

It is vital that faculty regularly review and modify course content tomeet changing curricular needs. Instructional effectiveness requiresthat faculty members modify and incorporate course content to

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reflect relevance, timeliness, and comprehensive understanding of central issues and prevailing perspectives in the discipline. The course content is to be communicated and delivered using suitable instructional modes and teaching techniques/strategies for the type and size of class being taught.

In addition, effective teaching requires that content, organization, and delivery are suitable for both the overall course and the individual class sessions.

Successful experimentation with, and/or teaching research on, innovative teaching strategies and methods shall also be viewed as effective teaching.

4. Academic Assessment of Students

Fair and thorough assessment of student achievement is an important aspect of effective instruction. Assessment methods need to be consistent with program goals and course objectives. Methods of assessment vary markedly, but may include examinations, homework, term papers, laboratory reports, completed special assignments, seminar presentations, and other means appropriate to the type of class or instructional mode involved.

Faculty members should make clear to students what methods will be used to assess student work, and should apply standards appropriate to the level of the course and sufficient to make meaningful distinctions among different levels of student achievement. A faculty member's methods of assessing student achievement shall be documented by exemplary copies of items used, as appended to the classroom visitation report or the FAR. As part of a teaching portfolio, faculty members may also include examples of assessed student work.

B. RESEARCH, SCHOLARLY OR CREATIVE CONTRIBUTIONS

A certain level of research, scholarly or creative activities and growth supportsthe primary mission of the University.

Evaluation committees and others involved in performance review recognize thatno single method exists whereby faculty may demonstrate research, scholarly or

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creative contributions. Distinct areas of academic expertise have diverse methods of demonstrating research, scholarly or creative contributions. Even within the same department, differences among research, investigative work, or creative activity exist.

1. It shall be the sole responsibility of the faculty member to providedocumented evidence of research, scholarly or creative contributionsreferenced in the FAR. Examples of items which may be used are booksand articles, or evidence indicating their acceptance for publication,proposals, contracts, grants or programs; letters of invitation orappointment; reviews of creative activity written by professionallyrecognized persons; and other appropriate professionally generatedmaterials pertinent to this area of evaluation. This evidence shall besubmitted as part of the FAR.

2. The faculty member may consult with the Department Chair to ascertainthat the FAR contains a thorough description of the faculty member'sprofessional activities and reflects a true picture of research, scholarly orcreative contributions.

3. A request for an external review of professional activities materialssubmitted by a faculty member may be initiated at any level of review byany party to the review. Such a request shall document (1) the specialcircumstances which necessitate an outside reviewer, and (2) the natureof the materials needing the evaluation of an external reviewer. Therequest must be approved by the President or designee, with theconcurrence of the faculty member.

When the request to submit materials to an external review has beenapproved, the faculty member shall be asked to provide to the Office ofAcademic Personnel a list of names from which one or more evaluatorsmay be chosen. Department Chairs, Evaluation Committees, and/orCollege Deans shall consider this list and, if appropriate, provideadditional names to it. Academic Personnel will coordinate the selectionof one or more suitable evaluators solely from this list and in agreementwith the faculty member involved.

The following guidelines shall apply in selecting evaluators:

a. Evaluators shall not be the primary dissertation advisor of thecandidate or the chair of the candidate's dissertation committee.

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b. Evaluators shall not be a collaborator or a co-author of anypublication or research effort of the candidate.

c. Evaluators shall not be personal friends of the candidate.

d. To the greatest extent possible, senior and established scholarsshould be chosen for such evaluations.

A copy of the external evaluation shall be included in the WPAF and shall be considered an intrinsic part of the evaluation process.

4. The Department Evaluation Committee and the Department Chair mustevaluate each item in the area of research, service or creativecontributions. They must also address the significance of the contributionand the quality of the form in which it is presented, i.e., a publication, apaper or presentation, a work in progress, etc. In addition, if thecontribution consists of professional activity such as a consultantship,participation in a professional organization, or grant and award, thecommittee and chair must assess its significance and clarify the relevanceof the format. Although it is the sole responsibility of the faculty memberto provide documentation, if the Department Evaluation Committee or theDepartment Chair finds any deficiencies in the faculty member'sdocumentation of research, scholarly or creative contributions, thecommittee or chair may request clarification, expansion, or additionalinformation from the faculty member through the Office of AcademicPersonnel before preparing an evaluation. If the Department EvaluationCommittee or the Department Chair has difficulty commenting on anyitems in the report, the committee or chair shall request clarification,expansion, or additional information from the faculty member through theOffice of Academic Personnel before preparing an evaluation. In theevent a faculty member fails to provide requested information ordocumentation, the Department Evaluation Committee or the DepartmentChair shall so indicate in their evaluation.

5. Evaluation Committees, Department Chairs, and the appropriate CollegeDean shall consider all materials submitted by the faculty member todetermine the appropriateness and quality of research, scholarly orcreative activities in light of established criteria and evaluate the facultymember's research, scholarly or creative contributions relative toacademic rank.

6. The following list of research, scholarly or creative contributions should be

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regarded as exemplary in nature and is not meant to be limiting, definitive, or prescriptive in its order. Work professionally evaluated by peers in the field is generally more significant. Some parts of this list are more appropriate to specific academic areas than others. The individual contribution to collaborative activities must be clearly stated on a Joint Activity Report form.

a. Receipt of a fellowship, grant, contract, award, prize, or other indication ofprofessional recognition.

b. Active participation in seminars, conferences, meetings, or other activityleading to research, scholarly or creative contributions.

c. Continuing education, retraining, and the development of new skillsrelevant to one's current or potential assignment. Evidence of theseactivities may be taking of courses, earning advanced degrees, orparticipating in professional conferences, seminars, workshops, institutes,or special programs which lead to systematic updating of knowledge.

d. Presentations at professional meetings dealing with research,investigative activity, or creative activity.

e. Publications, such as books or texts (whole or part thereof), journal,periodical, or any other type of academically specialized form such asmusic, script, software, etc. Professionally recognized or refereedpublications are generally more significant.

f. Creative activity culminating in a public display or performance such asmight occur in music, art, drama, poetry reading, etc.

g. Active leadership and/or service in recognized professional societies.(This activity may also be relevant to University Service.)

h. Consultantships, whether paid or unpaid, of a professional nature.

i. Editing, reviewing, indexing, abstracting, or performing other editorial workfor professional or scholarly publications.

j. Any other items of specific professional activity, such as work in progress,research related to instruction, research on how students learn and applyknowledge over an extended period of time, etc.

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C. UNIVERSITY AND/OR COMMUNITY SERVICE

In addition to demonstrated teaching effectiveness and continued research,scholarly or creative activity, faculty members must also participate inprofessionally related service to the University and/or community.

1. Scope of University and/or Community Service

Faculty are uniquely qualified to contribute to the mission of the Universityin a variety of ways, such as participating in institutional governance,evaluating the teaching of their colleagues, advising students, sponsoringstudent organizations, etc.

Community service related to the mission of the University bringsrecognition not only to the University but to the faculty as well. Serviceshould be consistent with the teaching abilities, expertise, and leadershipqualities of the faculty member, and should foster an intellectualrelationship with the off-campus community. The term "community" mayrefer to local, regional, state, national, or international entities.

Service to the University and/or the community shall be demonstrated bydocumented evidence submitted with the FAR. The following list providesexamples of items that may be used. This list provides examples only andmust not be construed as limiting, definitive, or prescriptive in its order.

a. University Service

• Active participation in service to and/or governance ofprograms, departments, colleges, the campus, and/or theUniversity System. If a faculty member is given reassigned timeto perform such service or governance, this shall not beconsidered in evaluating the quality of such work. However,having received reassigned time may be considered whenevaluating the quantity of such work.

• Attendance and active participation at program, department,and college meetings.

• Active participation on committees at all levels of the Universityand the University System, with emphasis on the departmentaland the college levels while at the Assistant Professor rank.

• Participation in educational equity programs and activities.• Authorship of documents, reports, or other materials pertinent to

the University's mission or operation.• Advisor or sponsor to student groups on campus.• Assisting with grants, documents, contracts, proposals, reports,

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or other materials pertinent to the University’s mission or operation.

• Active participation in program, Department, College, Campusand/or University-wide Advisory Groups.

• Completion of classroom visitation reports.• Academic and/or career advisement of students.

b. Community Service

1. Service at local, state, federal, or international governmentlevels.

2. Consultantships to community service groups.

3. Media presentations such as interviews, articles, speeches, orother presentations in newspapers, magazines, radio, television,or film.

4. Lectures, speeches, talks, presentations, and/or displays givento schools, community groups, or the University community.

5. Judge at science fairs, art shows, music contests, etc.

6. Active participation and/or office holding in civic, educational,service, or humanitarian groups.

7. Participation in community partnership activities which enhancesocial, economic, and cultural conditions.

c. Other items related to University and/or community service.

2. Evaluation of University and/or Community Service

a. The faculty member shall describe and provide documentation forUniversity and/or community service. Evidence may include, butshall not be limited to, letters of invitation, memoranda documentingservice, programs, membership lists, and other appropriate items.This evidence shall be attached to the FAR.

b. The evaluation committees as well as Department Chairs and theappropriate Dean shall evaluate the nature of the service to theUniversity and/or community. They shall also determine if it isappropriate to the faculty member's rank.

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III. EVALUATION RATING SYSTEM

All Evaluation Committees, (Departmental, College and University), Deans and Department Chairs/School Directors are required to use the standards for evaluation set by Departments. If Department Standards are not available for a category then University Standards for that category are to be used to evaluate a faculty member.

A. Evaluation Scale

The Department, College and University Evaluation Committees, as well as, theCollege Dean and Department Chair/School Director shall apply the establishedcriteria to the performance of a faculty member relative to that faculty member’sacademic rank. Evaluation of a faculty member applies only to the rank at thetime of the evaluation. Therefore, a rating of Above Expectation for Retention atthe Rank of Assistant Professor at the Second Year does not imply that thisCandidate is ready for Promotion or Tenure. It means that for a Second YearAssistant Professor the candidate is Above Expectations only.

Above Expectations: This rating reflects performance above the establishedcriteria for the rank at the time of the current evaluation.

Meets Expectations: This rating reflects performance within the range of theestablished criteria for the rank at the time of the current evaluation.

Below Expectations: This rating reflects performance below the establishedrange of criteria for the rank at the time of the current evaluation.

Well Below Expectation: This rating reflects performance well below the range ofestablished criteria for the rank at the time of the current evaluation.

B. Outcomes of Evaluation

1. Second Year Retention Reviewa. If faculty member is evaluated in two categories at least Meets

Expectations and the third category is evaluated at no lower thanBelow Expectations then the faculty member will be recommended forRetention at the Rank of Assistant Professor at the Second Year.

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b. If a faculty member is evaluated at Below Expectations for Retention atthe Rank of Assistant Professor in the Second Year review in twocategories and is evaluated at least Meets Expectations in the thirdcategory for Retention at the Rank of Assistant Professor at theSecond Year review, the faculty member will be recommended forRetention. In this case the Retention will include recommendationsfrom the President or his designee for successful future reviews.

c. In the case where a faculty member is evaluated to be Well BelowExpectations for Retention at the Rank of Assistant Professor at theSecond Year review in any of the three categories or is evaluated to beBelow Expectations or Well Below Expectation in all three categoriesat the Rank of Assistant Professor at the Second Year review, thefaculty member will not be recommended for Retention.

2. Fourth Year Retention Reviewa. If a faculty member is evaluated at Meets Expectations or Above

Expectations for an Assistant Professor at the Fourth Year review in allof the three categories evaluated the faculty member will berecommended for retention at the fourth year.

b. If a faculty member is evaluated as Below Expectations for Retentionat the Rank of Assistant Professor at the Fourth Year Review in any ofthe three categories and evaluated at a minimum rating of MeetsExpectations at the Rank of Assistant Professor at the Fourth YearReview for the other two categories, the faculty member will berecommended for Retention. In this case the Retention will includerecommendations from the President or his designee for successfulfuture reviews.

c. In the case where a faculty member is evaluated as Well BelowExpectations for Retention for at the Rank of Assistant Professor in theFourth Year Review in any one category, or is evaluated as BelowExpectations in two or more categories, the faculty member will not berecommended for Retention.

3. Tenurea. To be recommended for Tenure the faculty member must be evaluated

as Above Expectations or Meets Expectations in each of the threecategories for Tenure at the current rank at the time of this evaluation.

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b. If a faculty member is evaluated to be Below Expectations or WellBelow Expectations for Tenure at the current rank at the time of thisevaluation in any of the three categories, the faculty member will notbe recommended for Tenure.

4. Promotion to the Rank of Associate Professor

a. To be recommended for Promotion to the Rank of Associate Professor,the faculty member must be evaluated as Above Expectations for oneof the categories and as Meets Expectations or Above Expectations forthe other two categories at the current rank.

b. If a faculty member is evaluated to be Below Expectations or WellBelow Expectations for Promotion to the Rank of Associate Professorin any of the three categories, the faculty member will not berecommended for Promotion to the Rank of Associate Professor.

5. Promotion to Professora. To be recommended for Promotion to Professor a faculty member

must be evaluated as Above Expectations for one of the categoriesand as Meets Expectation or Above Expectations for the other twocategories at the current rank.

b. If a faculty member is evaluated to be Below Expectations or WellBelow Expectations for Promotion to the Rank of Professor in any ofthe three categories, the faculty member will not be recommended forPromotion to Professor.

IV. APPLICATION OF CRITERIA AND RATING SYSTEM

A. GENERAL PROVISIONS

1. Faculty members who request early promotion are evaluated by the samestandards according to rank as faculty considered at the end of the normalprobationary period.

2. Faculty members who request early tenure shall be considered to be atthe end of the normal probationary period and be evaluated the same asany faculty requesting tenure or promotion. In addition, faculty membersrequesting early tenure shall have demonstrated an outstanding andsustained record of involvement and achievement, on this campus or -

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elsewhere, indicative of a commitment to continued professional performance in teaching, research, scholarly or creative contributions, and service to the University.

3. A faculty member applying for Early Tenure must receive ratings ofMeets Expectations or Above Expectations in each of the categories to berecommended for Early Tenure. A faculty member applying for EarlyPromotion must receive ratings of Above Expectations in at least onecategory and Meets Expectations or Above Expectations in the final twocategories to be recommended for Early Promotion.

4. In progressing through the levels of Assistant Professor, AssociateProfessor, and Professor, an increasingly rigorous application of thecriteria shall be applied.

B. MEETS EXPECTATIONS AND ABOVE EXPECTATIONS IN THE AREA OFTEACHING

1. Meets Expectations in the Area of Teaching

a. At the rank of Assistant Professor

During years two and three of the probationary period, the MEETSEXPECTATIONS faculty member at the rank of Assistant Professor mustdemonstrate command of the subject matter. Strong indications ofdeveloping abilities must also be demonstrated in the other teachingcriteria.

During subsequent years, competence in all teaching criteria must beevident.

b. At the rank of Associate Professor

The MEETS EXPECTATIONS faculty member at the rank of AssociateProfessor must demonstrate proficiency in each of the four teachingcriteria.

c. At the rank of Professor

The MEETS EXPECTATIONS faculty member at the rank ofProfessor must demonstrate proficiency in each of the four teachingcriteria and also demonstrate a record of involvement andachievement indicative of a commitment to continued professionalperformance in teaching.

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2. Above Expectations in the Area of Teaching

To be considered ABOVE EXPECTATIONS in the area of teaching, the facultymember must meet the requirements set forth above for MEETSEXPECTATIONS appropriate to rank. In addition to this, the faculty membermust meet at least one of the following additional criteria:

a. A preponderance of evidence demonstrating excellence in teaching asindicated in classroom visitation reports, SOTEs (or alternative studentevaluation instruments), the Faculty Activities Report, or additionalappropriate documentation related to teaching.

b. A record of distinction for some aspect of teaching at or beyond theUniversity.

C. MEETS EXPECTATIONS AND ABOVE EXPECTATIONS IN THE AREA OFRESEARCH, SCHOLARLY OR CREATIVE CONTRIBUTIONS

Qualitative and quantitative standards should be used to Research, Scholarly or Creative Contributions

1. Meets Expectations in the Area of Research, Scholarly or CreativeContributions


During years two and three of the probationary period, the MEETS EXPECTATIONS faculty member at the rank of Assistant Professor must demonstrate involvement in research, scholarly or creative activities. In subsequent years, continued active involvement in and successful completion of some professionally evaluated activities should be evident. (See Chapter 2, Section II.B.6 for examples of professional activities.)


The MEETS EXPECTATIONS faculty member at the rank of Associate Professor must demonstrate a record of active involvement in and successful accomplishment of research, scholarly or creative activities. Successful accomplishment at this level normally requires

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Some continued successful completion of professionally evaluated activities. (See Chapter 2, Section II.B.6 for examples of professional activities.)


The MEETS EXPECTATIONS faculty member at the rank of Professor must demonstrate a record of successful accomplishment and recognition in research, scholarly or creative activities. (See Chapter 2, Section II.B.6 for examples of professional activities.)

2. Above Expectations in the Area of Research, Scholarly or CreativeContributions.

To be considered ABOVE EXPECTATIONS in the area of research,scholarly or creative contributions, the faculty member must, as aminimum, have met the requirement set forth above for meetsexpectations appropriate to rank. In addition to this, the faculty membermust also have attained recognition beyond the University in research,scholarly activity, and/or creative activity.

D. MEETS EXPECTATIONS AND ABOVE EXPECTATIONS IN THE AREA OFUNIVERSITY AND/OR COMMUNITY SERVICE

1. MEETS EXPECTATIONS in the Area Service


The MEETS EXPECTATIONS faculty member should demonstrate a developing level of participation particularly at the departmental and college levels within the area of service. (See Chapter 2, Section II.C.1. for examples of service activities.) For the purpose of awarding tenure, the MEETS EXPECTATIONS faculty member must demonstrate significant participation in the area of service.


The MEETS EXPECTATIONS faculty member at this rank must demonstrate significant participation in the area of service. (See Chapter 2, Section II.C.1. for examples of service activities.) For a faculty member hired at this rank, a MEETS EXPECTATIONS rating may be assigned for demonstrating sufficient progress towards achieving this standard by the

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third probationary year.


In addition to significant participation in service activities, the MEETS EXPECTATIONS faculty member is expected to provide effective leadership in some of these activities. (See Chapter 2, Section II.C.1. for examples of service activities.) For a faculty member hired at this rank, a MEETS EXPECTATIONS rating may be assigned for demonstrating sufficient progress towards achieving this standard by the third probationary year.

2. Above Expectations in the Area of Service

A rating of ABOVE EXPECTATIONS in this area is awarded forexceptional service that has been clearly documented as to quantity andquality.

To be considered ABOVE EXPECTATIONS in the area of service, thefaculty member must meet the qualifications set forth above for MEETSEXPECTATIONS appropriate to academic rank. In addition, the facultymember must demonstrate unusual effectiveness or performance as acontributor or leader in the University, the off-campus community, or acombination of both.

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CHAPTER 3

CRITERIA FOR PERIODIC EVALUATION OF NON-TENURED FACULTY

I. TEMPORARY FULL-TIME FACULTY

Temporary full-time faculty shall be evaluated according to their assignment,which is normally only in the area of teaching. Duties other than teaching shall bedocumented by the college dean or department chair either quarterly or annually,as appropriate, via a memo to be placed in the WPAF with the duties clearlyidentified. The applicable criteria are the same as for faculty subject toperformance review. For temporary full-time faculty who will be evaluated inresearch, scholarly or creative contributions and/or service to the universityand/or community, evaluation committees and Department Chairs shall, jointly,apply the established criteria in a manner which reflects the scope of the dutiesspecified in the temporary full-time faculty member's WPAF, and reflects theappropriate proportion among the areas being evaluated. In all cases, temporaryfull-time faculty will be expected to perform activities equivalent to 45 WTUs peracademic year.

When a temporary full-time faculty member is assigned to a college instead of adepartment, the periodic evaluation shall be performed jointly by the collegeevaluation committee and college dean.

II. TEMPORARY PART-TIME FACULTY

Temporary part-time faculty shall normally be evaluated only in the area ofteaching. If assigned duties other than teaching, the activity shall bedocumented by the college dean or department chair either quarterly or annually,as appropriate, via a memo to be placed in the WPAF by the second week of theterm with the duties clearly identified. These duties will be evaluated as part ofthe review. The applicable criteria in evaluating this area are the same as forfaculty subject to performance review.

When a temporary part-time faculty member is assigned to a college instead of adepartment, the periodic evaluation shall be performed jointly by the CollegeEvaluation Committee and College Dean.

III.I. FIRST, THIRD AND FIFTH YEAR PROBATIONARY FACULTY

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Probationary faculty members in their first, third or fifth years shall be evaluated in the areas of teaching, research, scholarly or creative contributions and service to the University and/or community. The applicable criteria in evaluating those areas are the same as for faculty subject to performance review.

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CHAPTER 43

PERIODIC EVALUATION OF TENURED FACULTY

I. PURPOSE:

The purpose of periodic evaluation of tenured faculty is to assure continuingquality education within the University. The program is designed to maintainexcellence in teaching, research, scholarly or creative contributions, and serviceto the University and community. This process is intended to be both positive andsupportive.

II. PROCEDURE:

A. Tenured faculty members shall be subject to periodic evaluation atintervals of not more than five (5) years. Such periodic evaluations shall beconducted jointly by the Department/School Evaluation Committee (DEC)and the Department Chair/Director. For those with teachingresponsibilities, considerations shall include student opinions of teachingeffectiveness.

B. Participants in the Faculty Early Retirement Program (FERP) may serveon DEC in the evaluation of a tenured faculty member. However, facultycommittees established for this purpose may not be composed solely offaculty participating in the FERP.

C. Participants in the FERP shall not be required to undergo evaluationunless an evaluation is requested by either the FERP participant or theappropriate administrator. .

D. Whenever more than 25% of tenured faculty members in a department arescheduled for periodic evaluation, the Department Chair/Director maydetermine by a random method a one-year postponement of sufficientreviews to reduce the number to less than 25%. Any random processused to identify the postponement of a faculty members review shall besupervised by the chair of the DEC.

Also subject to periodic evaluation are tenured faculty whose previousevaluations resulted in a decision to review prior to the normal five (5) yearperiod.

E. During the Fall Quarter of the evaluation year, those tenured facultysubject to periodic evaluation shall submit a FAR to their college office.

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The report shall be cumulative over the previous five (5) years, or since the last evaluation.

F. The following materials shall be assembled into a WPAF.

1. A FAR covering the previous five (5) years, or since the periodcovered by the last evaluation.

2. SOTEs and alternative student evaluation instruments for theprevious five (5) years, or since the time of the last evaluation.

3. Other materials deemed relevant by the instructional facultymember.

4. The DEC and Department Chair/Director shall jointly review theassembled file and prepare a summary report, using the format foundin Appendix 7, commenting on the overall effectiveness of the facultymember's performance, outlining strengths and opportunities forimprovement, specifying remedies if any, and indicating when thenext review shall take place. . A copy of this report shall be given tothe faculty member who shall have the right to submit a writtenresponse, which may be a rebuttal.

G. A copy of this report shall be given to the faculty member who shall havethe right to submit a written response, which may be a rebuttal.

H. The WPAF, summary report and response, if any, shall be forwarded tothe appropriate College Dean for review. The Dean, the DepartmentChair, the Chair of the Departmental Evaluation Committee, and thefaculty member shall meet to discuss the contents of and anyrecommendations contained in the report. The report, along with astatement from the College Dean formalizing the time of the nextscheduled evaluation, shall then become a part of the PAF.

I. The review process for the evaluation of tenured faculty shall becompleted in accordance with the Timetable for Periodic Evaluation andPerformance Review.

III. CRITERIA:

Tenured faculty members shall be evaluated in the areas of teaching, research,scholarly or creative contributions, and service to the University and community.The applicable criteria in evaluating these areas are the same as for instructionalfaculty subject to performance review.

IV. EXCLUSION

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Members of the Department Evaluation Committee shall not participate in their own review; that is, faculty undergoing Periodic Evaluation may serve on a department evaluation committee, but must recuse themselves for their own review.

V. DELAYS IN REVIEW

Although the CBA is silent on delays in the review process, the Universityrecognizes that unforeseen emergency situations may arise so that a delay inreview is inevitable. Reasons for a delay must be serious and compelling.Requests for a delay in review must be made in writing with specific reasonsstated for the delay. These requests must be submitted to the Department Chair.Delays of no more than one year may be granted except in exceptionalcircumstances, such as a multiple year leave of absence, when more than oneyear may be granted by the College Dean upon recommendation by theDepartment Chair in consultation with the Department Evaluation Committee.

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CHAPTER 5

DEPARTMENTAL GUIDELINES FOR THE

EVALUATION OF PROBATIONARY AND TENURE TRACK FACULTY

I. OVERVIEW

Each academic department has the option of preparing written discipline/programspecific guidelines for application of criteria in the areas of teaching, research,scholarly or creative contributions, and service contained in the Procedures andCriteria for Performance Review and Periodic Evaluation. These discipline- specific guidelines must strictly conform to the university-wide criteria, and areintended to provide guidance to faculty on those items that tend to have greaterapplicability for their academic area. The departmental guidelines are notintended to supersede the listing of criteria contained in the campus documentnor to impose any pedagogical technique, and as such may not eliminate orexclude any criterion listed in the areas of teaching, research, scholarly orcreative contributions and service.

II. GUIDELINES

The department evaluation guidelines are expected to conform to the followingspecifications:

A. Teaching

Departments may describe, in general terms, instructional techniques orpedagogical approaches, which are perhaps better, suited for thediscipline/program.

B. Research, Scholarly or Creative Contributions

Departments may indicate which of the professional activities listed in theProcedures and Criteria for Performance Review and PeriodicEvaluation are more appropriate for the discipline/program, and maysuggest how best to engage in those activities to achieve professionalaccomplishments. Guidelines must avoid setting specific quantitativegoals, since each evaluation committee must evaluate both quantitativeand qualitative aspects of professional activities and achievements.Additionally, strict rank ordering of items shall be avoided, but clear

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identification of the most appropriate professional growth activities is encouraged.

C. Service

Departments may indicate which service activities listed in theProcedures and Criteria for Performance Review and PeriodicEvaluation may be more appropriate for the discipline/program, givenrank and experience of the faculty member.

III. PROCEDURE FOR APPROVAL

Department Chairs are responsible for ensuring that the guidelines aredeveloped, or amended, with the full participation of all tenured and tenure-trackfaculty in the department and in consultation with the appropriate College Dean.Guidelines and any subsequent modifications must receive, by secret ballot,approval from a majority of the Department faculty, and approval through thenormal Faculty Senate process which will include a two reading vote on the floorof the Senate. Faculty Senate consideration shall be limited to determiningwhether or not the proposed guidelines fall within the general parameters of theProcedures and Criteria for Performance Review and Periodic Evaluationdocument including academic freedom in the area of research, scholarly, andcreative activities.

a. Effective September 2013, newly hired tenure track faculty will use thedepartmental guidelines in existence at the point of hire or, if suchguidelines do not exist at the time of hire, the criteria in the Proceduresand Criteria for Performance Review and Periodic Evaluationdocument.

b. If a department has approved guidelines a faculty member may chooseto use the department guidelines in existence at the time of hiring or atthe time that a performance review is conducted.

c. If a department does not have approved guidelines a faculty membermay choose to use the criteria in the Procedures and Criteria forPerformance Review and Periodic Evaluation document at the time ofhiring or at the time that a performance review is conducted.

IV. DISTRIBUTION OF GUIDELINES

Department Chairs/School Directors are responsible for distributing copies ofdepartment/school guidelines each fall to faculty involved in the review process.

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For new faculty, Chairs shall both provide a written copy of the guidelines and meet with the individuals to discuss the content of guidelines.

FSD 85-187v1.R22

Approved by the Faculty Senate

Treadwell Ruml, Chair Date

Reviewed by the Academic Affairs Council

Juan Delgado, Interim Provost and Date Vice President for Academic Affairs

Approved by the President

Tomás Morales Date

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APPENDICES

1. FORMAT FOR FACULTY ACTIVITIES REPORT

2. FORMAT FOR JOINT ACTIVITY REPORT

3. FORMAT FOR INDEX OF ATTACHMENTS

4A. FORMAT FOR DEPARTMENT CHAIR/SCHOOL DIRECTOR RECOMMENDATION

4B. FORMAT FOR DEPARTMENT/SCHOOL EVALUATION COMMITTEE RECOMMENDATION

5A. FORMAT FOR COLLEGE DEAN RECOMMENDATION

5B. FORMAT FOR COLLEGE EVALUATION COMMITTEE RECOMMENDATION

6. FORMAT FOR UNIVERSITY EVALUATION COMMITTEE RECOMMENDATION

7. FORMAT FOR PERIODIC EVALUATION FOR TENURED FACULTY, FULL-TIMELECTURERS AND FIRST, THIRD, AND FIFTH YEAR PROBATIONARY FACULTY

8. FORMAT FOR PERIODIC EVALUATION FOR PART-TIMEFACULTY: DEPARTMENT/SCHOOL EVALUATION

9. CLASSROOM VISITATION REPORT

10. STUDENT OPINION OF TEACHING EFFECTIVENESS FORM

11. TIMETABLE FOR PERIODIC EVALUATION AND PERFORMANCE REVIEW

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