Annual Review presented by Jon Marc Smith & Nancy Wilson 11/20/15

e-Portfolio / Tk20 1. Tk20 is a database, so when faculty enter information, the page will not look at all like FARRS. Rather they will be prompted to enter discrete bits of information in specific fields (e.g., date of publication for an article) or to add information by using a drop- down menu (e.g., to indicate whether a work is refereed or not). However, when the faculty member's report is sent to the review committee and/or printed (as a PDF or Word document), it will look much like a FARRS report. 2. Section 1 will be "auto-populated" before faculty begin their reports, as will the first part of section 2 (workload information). 3. e-Portfolio is updated daily, so it will take 24 hours before changes you make show up on your annual review report.

Annual Review Tab Comments on Teaching (maximum 500 words) Articulate how your writing assignments, sequence of assignments, and assessment support FYE course goals.FYE course goals Summary Comments on Student Evaluations (maximum 500 words) Analyze student evaluations while citing specific examples. Based on student evaluations, clarify how you will change (or not change) your pedagogy as it aligns with FYE course goals.FYE course goals. N.B.: Lecturers should disregard the “Annual Plan” section.

e-Portfolio / Tk20 Go to Log into ePortfolio with your NetID and Password. Change your Role (next to "You are currently logged in as") to FQ / Data Entry. Click the [Faculty Qualifications] tab. Click “Annual Review” Complete “Comments on Teaching” and “Summary Comments on Student Evaluations” NB: You may want to run your Annual Review report first in order to 1) check the accuracy of the information supplied by Banner 2) remind yourself of courses taught.

Log into ePortfolio with your NetID and Password. Change your Role (next to "You are currently logged in as") to FQ / Data Entry. Click the [Faculty Qualifications] tab. Click [Reports] from the left-hand menu. Click the [Annual Review Report for Faculty] link. Select the report variables you would like to include: Enter the year under review. Checking Empty Headers means that section headers will display even if no activities are entered for that section. Checking Comments will include comments from the comments box on each activity. Checking Attachments will include files that have been attached to activities. Click [Go]. Wait for the report to finish generating and click [Save as Word Document] or [Save as PDF] depending on your preference. Follow these steps to create your Annual Review Report:

Log into ePortfolio with your NetID and Password. Make sure you’re logged in as faculty. Click the Portfolios tab. Click the Annual Review Portfolio. Click the Annual Evaluation Tab. Enter a title (i.e Annual Review). Click Select Files to locate your Annual Review Report & upload it. Click Submit. Click OK. Follow these steps to submit your Annual Review Report:

Log into ePortfolio with your NetID and Password. Make sure you’re logged in as faculty. Click the Portfolios tab. Click the Annual Review Portfolio. Click the Assessment Tab. View your Assessment Click Close once you have viewed all of your scores and comments. Click Submit. Click OK. Follow these steps to certify your Annual Review Report:

Log into ePortfolio with your NetID and Password. Make sure you’re logged in as faculty. Click the Portfolios tab. Click Annual Review Acknowledgement Click the Acknowledgement Tab. Enter a title for your acknowledgment (i.e. Acknowledge Annual Review Receipt). Check the Certification box and enter any comments you wish to add to the comments box. Enter the date you acknowledge your Annual Review comments and score then click Add. Click Submit. Click OK. Follow these steps to submit your Annual Review Acknowledgment:

ITS Videos Generate Annual Review Report w/generateannualreview.htm Submit Annual Review Report wreport/submitannualreviewreport.htm Certify Annual Review Report nowledgear.htm

“Summary Comments on Student Evaluations” (500 words max.) 1) Analyze student evaluations while citing specific examples; 2) Based on student evaluations, clarify how you will change (or not change) your pedagogy as it aligns with FYE course goals.FYE course goals. Some of my more critical feedback included the following comments:  “I do not know how she grades.”  “I would make it to where there could be some one on one time for everyone sometime in class.”  “I would like there to be more focus on grammar and structure.”  “I wish we could have gone over issues to get better grades on papers.” While I purposefully try not to teach toward obtaining a specific grade and opt instead for a more process-oriented pedagogy, I think it would also be more beneficial to more clearly define my grading standards for students. I used the rubric provided in the FYE syllabus and included it in my 1320 syllabus this semester so it is more readily accessible to students.

“Comments on Teaching” (500 words max.) Articulate how your writing assignments, sequence of assignments, and assessment support FYE course goals.FYE course goals “I believe that I was largely successful in meeting both my personal and departmental goals for 1310 in the fall semester, most notably the students’ ability to formulate a clear, argumentative thesis statement; to develop the thesis with detailed and on-topic supporting paragraphs; and to enhance their critical reading skills and apply these to their own and their classmates’ writing.”

“Comments on Teaching” (500 words max.) Articulate how your writing assignments, sequence of assignments, and assessment support FYE course goals.FYE course goals In my 1310 classes last fall I selected Reading Culture from the list of Department-approved textbooks.... During the semester I assigned essays on the topics of schooling, technology, storytelling, and spirituality. Given the immediacy of these different realms in their everyday lives, discussions, brainstorming sessions, and free-writing activities rarely seemed to stall, as students could always reflect on their varied experiences as a way to begin accessing the texts and making key points about the larger debates in question.... With the aid of specific in-class writing questions that I prepare for them, students’ intelligent scrutiny of their applicable experiences and the assigned texts engenders the kind of “writing to learn” that the English Department celebrates.