Structure and Timing
New faculty, beginning with their first full year start their development/review process through an Evocative Coach and participation in a New Faculty FLC, which includes the spring seminar on Faith and Learning. At the end of the first year during the May convention, new faculty choose their FLC for the following year or are assigned an evocative coach. The second year, faculty participate in their new FLC and be reviewed by their direct supervisor or dean and by October 15th.
Third-year faculty participate in FLC and complete a classroom analysis. Fourth year faculty participate in a FLC and complete their second direct supervisor or dean review by October 15th. Fifth year faculty are actively involved in an FLC and will complete a classroom analysis. All non-tenured faculty will be reviewed by their direct supervisor or dean on even years of service and participate in a classroom analysis through their FLCs on odd years of service. If a faculty member wishes to appeal their review conducted by the direct supervisor or dean, they can submit their appeal to the FRC. If a faculty member is found to have unsatisfactory participation in an FLC they may undergo a review by Faculty Review Committee (FRC). Sixth year tenure-track faculty will be eligible for a tenure review. The tenure faculty review is completed by the FRC.
Tenured faculty will participate in a FLC, serve as an Evocative Coach or complete a leadership development program through the CCCU. Tenured faculty will only undergo formal FRC review:
1. if they request a rank change;
2. if they fail to submit Individual Development Plans annually;
3. if they are not actively engaged with and contributing to a Faculty Learning Community (Note: they may serve as an Evocative Coach in lieu of being in a Faculty Learning Community); and/or
4. if they meet the description of unsatisfactory service (as identified in Part four of the faculty handbook).
A Faclty Review will be initiated only when the following documentation is provided along with a formal letter of request to the Chair of FRC. The letter should clearly identify the purpose of the review:
1. to determine if an evaluation by the dean is an accurate representation of the faculty performance (including a supervisor’s indication that there was unsatisfactory commitment to an FLC);
2. to seek tenure status;
3. to seek a rank change;
4. to seek sabbatical.
All FRC reviews will require the following documentation:
■ Evaluation records from meetings with the dean (or associate dean) and the Evaluation Ratings from the FRC-approved Faculty Evaluation Tool. All evaluation meetings with the dean/associate dean need to be documented and both members are responsible for keeping these records.
■ Faculty Learning Community documentation. FLCs will keep records on the following: The question(s) posed for investigation, the meeting dates (with the attendance records of faculty present), the readings/experts consulted, and notes from classroom observations from colleagues focused on aspects directly related to the focus question. These records will be kept in the Center for Teaching and Learning. Individuals seeking a review will need to get a copy of these records (for the past 4 years) to submit to the FRC.
■ Individual Development Plans--IDPs (for the past 4 years). All tenured and non-tenured faculty need to complete IDPs annually and have a face-to face meeting with their dean or associate dean by October
The meeting will go over the previous year’s goals and reflect on progress made as well as discussing the new goals and plans for achieving them. The IDP should be signed and dated by both the faculty member and the dean and copies should be kept by both individuals. These signed IDPs will be submitted for a Faculty Review. (Note: While tenured faculty are not scheduled to be reviewed by the FRC, failure to submit IDPs and/or failure to be active contributors in professional development (FLC, evocative coaching) will result in a faculty review process initiation. Furthermore, this paperwork will be required for the 4 years prior to seeking a rank change). IDP and/or cover letter should indicated the optional area for evaluation.
a. student evaluations. Once a faculty review is initiated, the FRC will request the IAS evaluations from the VPAA Office for the past 4 years.
b. Faith and Learning Documents:
Non-tenured faculty completing their “second-year review” will include the “F&L” project that they crafted during the New Faculty F&L Seminar.
Beginning in fall of 2015, non-tenured faculty completing their ‘fourth-year review’ will include either a significant revision of their Faith & Learning Seminar paper, or newly developed documents that explore a Faith Integration approach to disciplinary or pedagogical questions. For example, the faculty member might craft a “scholarly essay” for the intent of publication (or perhaps submit one that has been recently published); a faculty member might produce a “teaching unit” that emphasizes Faith Integration; a faculty member might draft a proposal and rationale for a change in our General Education program to more effectively integrate Faith & Learning; a coach/faculty member might outline a philosophy or curriculum for integrating faith into the fabric of an athletic team’s development; or a creative artist might produce a work—a play, a short- story, a choral program, a solo exhibition—that explores Faith & Learning issues. Any of these last three examples should be accompanied by a contextual introduction that frames the faculty member’s approach to integrating faith with their disciplinary work.
1. For tenure reviews and regular post-tenure reviews beginning the fall of 2015, a faculty member should present either substantial revisions of the original “F&L Seminar” paper or a more recent faith integration project/essay.
2. For those seeking the rank of Full Professor, the faculty member will need to demonstrate that his/her F&L ideas are maturing and that he/she is sharing faith integration reflection with a wider audience. Documents providing evidence for this might include:
i) the manuscript for a Faith & Learning focused chapel, colloquium, or faculty “lunch lecture.”
ii) a dramatic or musical performance, a solo art exhibition, or published work that demonstrates a creative artist’s approach to Faith Integration issues—again documentation of these “creative” products should be framed with a written reflection for the portfolio.
iii) an invited Faith & Learning lectureship at another institution.
iv) Faith Integration presentation at a national conference.
v) a published article in a peer-reviewed scholarly journal that explores a faith and learning issue.