B. Faculty Evaluation Criteria
Faculty evaluation at Rochester University centers around three criteria: effective teaching or librarianship, scholarship, and service. Faculty evaluations consider the personal talents of individual faculty members, as well as the needs of Rochester University. The goal of faculty evaluations is to encourage faculty members to build on their strengths and contribute constructively to the mission of Rochester University.
1. Effective Teaching or Librarianship
Rochester University is a teaching institution; therefore, the ability to teach effectively is of primary importance. Effective teaching is outlined in Section IV.B of this handbook. Effective librarianship includes, but is not limited to, development of productive liaison relationships with teaching faculty, participation in library services, teaching of information literacy content, and effective communication and timely completion of tasks and projects.
Indicators of effective teaching and librarianship include but are not limited to, the following:
- A constructive review from a peer who has visited your class or observed a research consultation
- Satisfactory student course experience surveys
- A self-evaluation
2. Scholarship
Rochester University’s understanding of scholarship is influenced by Scholarship Reconsidered: Priorities of the Professoriate (1990) by Ernest Boyer. In keeping with the Boyer Model, Rochester University considers four types of scholarship: the scholarship of discovery, the scholarship of integration, the scholarship of engagement, and the scholarship of teaching. These categories are designed to recognize the variety of scholarly endeavors; faculty members are not expected to fulfill all four categories.
Scholarship of Discovery: when faculty members contribute to their discipline’s body of knowledge through publication or other forms of original research.
Indicators of scholarship of discovery include but are not limited to:
- Scholarly publications
- Development of computer software
- Presentations at academic conferences and symposiums
- Participation in juried shows and competitions
Scholarship of Integration: when faculty members make connections across the disciplines, placing their specialties in a larger context, or educate non-specialists.
Indicators of scholarship of integration include but are not limited to:
- Presentations to community groups
- On-campus presentations that occur outside of the classroom (faculty forums, chapel presentations, extra-curricular programming, etc.)
- Non-academic publications (newspaper articles, blogs, etc.)
Scholarship of Engagement: also referred to as Scholarship of Application, this occurs when theory and practice interact, often through serving the public or the campus community. What distinguishes scholarship of engagement from citizenship activities is a direct connection to one’s academic specialty.
Indicators of scholarship of engagement include but are not limited to:
- Meeting practical needs through providing health care, psychotherapy, personal finance consultations, tax preparation, or professional consulting.
- Providing cultural enrichment through performances and creative publications
- Shaping public policies through involvement with the local government.
- Connecting students from area high schools with educational opportunities.
Scholarship of Teaching: Faculty members study teaching models, applying best practices and/or creating innovative pedagogical strategies for optimal learning.
Indicators of scholarship of teaching include but are not limited to:
- Faculty involvement in developing new courses or revising curriculum
- Developing and testing instructional materials
- Leading department assessment activities
- Advancing learning theory through research
3. Service
Faculty members are expected to engage in service to students, the university, and the community.
Indicators of service to students include but are not limited to:
- Effective academic and/or career advising
- Helping students secure scholarships and/or admission to graduate school, writing letters of recommendation
- Sponsoring student committees, organizations, or social clubs
- Supporting student scholarship beyond teaching requirements (sponsoring honors contracts, serving as a secondary reader for Sr. Projects, etc.)
- Attending chapel regularly
Indicators of service to the university include but are not limited to:
- Committee work
- Leadership roles in the Faculty Association
- Active involvement in program review and general education assessment
- Active involvement in the recruitment of students
- Active involvement with the Alumni Association
Indicators of service to the community include but are not limited to:
- Involvement with community agencies and organizations
- Church involvement and leadership