1. Facilitators: Janet Lange and Bob Munn
Faculty evaluation
and peer review
Facilitators:
Janet Lange and Bob Munn

2. Preliminaries

3. About the workshop As a result of this workshop you should be able to
Identify criteria and measures and develop policies and procedures for faculty evaluation and peer review
Design and implement effective faculty evaluation and peer review systems
Align faculty evaluation and peer review systems with institutional and programme missions and objectives
Discuss with peers and explain principles, concepts, and good practice related to performance evaluation
Lead and support others in designing faculty evaluation and peer review systems to meet NCAAA requirements

4. About us: Janet Lange Principal Lecturer, Learning Development Unit
University of Central Lancashire (UCLan)
Director, Centre for Employability through the Humanities
(ceth: a Centre of Excellence in Teaching and Learning) UCLan 2008 – 10
University Review Panel Chair since 2000
QAA Auditor for Further Education provision
Mechanical Engineer

5. About us: Bob Munn Consultant, Finchwood Academic, U.K.
Vice-President for Teaching & Learning
The University of Manchester, U.K., 2004 – 7
Dean of UMIST, 1994 – 9
QAA Auditor since 2000
Professor of Chemical Physics since 1984
Over 200 refereed scientific publications

6. About you Group activity Please tell your group Your name
Your institution
Your job
Then referring to the preliminary work you did on Handout 1.0, share with the group
What levels of strategy and development you can influence (institution, department, programme, course)
What you hope to get from the workshop

7. Workshop structure Day 1 Introduction and evaluation criteria
Evidence for evaluation
Faculty evaluation system
Day 2
Peer review
Self-evaluation and personal development
Recognition and reward

8. Faculty evaluation system: overview
The sessions will cover the linked elements of an effective overall faculty evaluation system
Evaluation criteria
Evidence
Peer review
Self-evaluation
Evaluation process
Personal development
Recognition
and reward

9. Workshop approach We shall…
Encourage active learning, interaction and discussion
Show theory is relevant through practical applications
You should…
Respond during the presentations and work hard during the practical activities
(So please put cell phones on silent now…)
Learn from each other as well as from us
Try out the ideas and materials after you leave
Each session will end with a time for questions, but feel free to clarify points as we go along

10. 1. Faculty evaluation criteria

11. NCAAA expectations
The NCAAA Standards include All teaching staff should… remain up to date with the latest developments in their field… Criteria and processes for performance evaluation should be clearly specified and made known Expectations for teaching staff involvement in research and scholarly activities should be specified and … considered in performance evaluation and promotion criteria …staff should be encouraged to participate in forums in which significant community issues are discussed and plans for community development considered

12. Why evaluate faculty?
The teaching, research and community engagement of a university or college are done by the faculty
Evaluation can be both summative and formative:
To establish that faculty are doing what is expected
To see how well faculty are performing
To determine where faculty need to develop
To develop cases for promotion and other rewards
We now need to look at what to evaluate

13. What to evaluate
The NCAAA Standards (e.g. 4.9, 9.2, ) expect faculty to have appropriate qualifications and experience
This mostly concerns appointment of faculty
Evaluation concerns what faculty do once appointed
How far faculty do the right things
How well they do those things
Hence it is necessary to establish
What faculty should do in their particular post
What level of performance is expected
We consider these for teaching, research and community engagement in turn

14. Scholars make their learning work for other people
Teaching criteria
Scholars make their learning work for other people
What should faculty do in their teaching duties?
Prepare and present teaching materials
Prepare and administer assessments
Provide feedback to students
Provide guidance to students
Keep up to date in the subject
What measures the quality of that work?
Clarity, coherence and relevance of materials
Success of students in assessments
Influence on other faculty

15. Scholars make their learning work for other people
Research criteria
Scholars make their learning work for other people
What should faculty do in their research duties?
Conduct original research
Secure research funding
Publish results
Supervise postgraduate students
What measures the quality of that work?
Number and impact of publications
Volume of research funding
Success of research students
Influence on the research community

16. Community engagement criteria
Scholars make their learning work for other people
Group activity
Handout 1.1 is an extract from the NCAAA Standards
Use it to prepare up to four answers for each of the questions already discussed for teaching and research:
What should faculty do in community engagement?
What measures the quality of that work?
Please be prepared to report back

17. Community engagement – ideas
Scholars make their learning work for other people
What should faculty do in community engagement?
Take part in community forums
Deliver programmes with local employers
Maintain contact with schools
Maintain contact with alumni
What measures the quality of that work?
Response from the community
Feedback from students and employers
Response from schools including enrolments
Response from alumni including time and money

18. Comments on criteria
We have approached the criteria going from easiest to hardest
Research and especially community engagement depend strongly on mission
That is why we asked you to work in detail on community engagement
The NCAAA standards also provide valuable inputs
It is also easier to decide what faculty should do than to decide what measures the quality of that work
If you have an indicator you need to calibrate it
That means you need benchmarks for its value
Hence Session 2 considers what evidence you need for evaluation and how to get it