In all the uses described below, it must be assumed that IEQs are always to be interpreted, within the relevant context, as one of a number of diverse sources of information. For any designated use, IEQ information by itself is neither probative, paramount, conclusive, nor sufficient.
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Individual Faculty Members
By virtue of their commitment to teaching excellence, all faculty members have a responsibility to themselves and to the institution to review their own IEQs regularly and carefully, in order to pursue improvement in teaching.
As members of an academic community, all faculty members have a responsibility to all other faculty, to students, and to academic administrators (Program Chairs, Division Chairs, Dean of Curriculum and Student Learning, and the Academic Vice President and Dean of the Faculty) to assist and support improved teaching by all. Such a responsibility includes, among other things, collaboratively reviewing a colleague’s IEQs when asked and seeking colleagues’ assistance and advice in reviewing one’s own IEQ information.
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Division Chairs and Program Chairs
All Program Chairs are responsible for regularly evaluating each faculty member who contributes to the program. Each Division Chair is responsible for regularly evaluating each member of the division. In both cases the process should include creating a record of the reading of and response to each faculty member’s IEQs.
The Division Chair or Program Chair should use an individual’s IEQ information collaboratively with the faculty member concerned—as a topic for discussion, as confirmation of other information, and as evidence for or against teaching effectiveness; the Division Chair or Program Chair and faculty member should use IEQ information to formulate questions and devise joint plans for improvement in the instructor’s teaching, and they should monitor IEQs as one source among several of information about subsequent progress.
A Division Chair may appropriately use individual or aggregate IEQ information, as one of a number of diverse sources of information, in conversation with the Academic Vice President and Dean of the Faculty or other academic administrators about teaching effectiveness, and may review collaboratively with the Academic Vice President and Dean of the Faculty or other academic administrators summary reports for individual faculty teaching in the division.
If reports of teaching problems or deficiencies come to the Division Chair’s or Program Chair’s attention, the Division Chair and Program Chair should consult IEQs and other information. The Program Chair and Division Chair are then responsible, as appropriate, to counsel the individual faculty member, to develop collaboratively a reasonable plan for improvement and future review of the faculty member’s progress, to inform the Academic Vice President and Dean of the Faculty of the situation and plans, and to maintain records of the process and progress.
IEQs for cross-listed courses go to Program Chairs of the programs and to the chairs of the division. If faculty in one program or division teach a course in another, both relevant Program Chairs and Division Chairs use the IEQs, though the performance review responsibilities are those of the Program Chair and Division Chair in which the faculty member has an appointment.
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Dean of Curriculum and Student Learning, and others
The Dean of Curriculum and Student Learning is responsible for reviewing IEQ reports for faculty not appointed to a division, as well as for all GST/GSTR courses. Appropriate written records of access, use and response to summary reports must be maintained, and must be made available to relevant faculty upon request.
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The Academic Vice President and Dean of the Faculty
The Academic Vice President and Dean of the Faculty has administrative responsibility for the instruction of the student body; for all matters pertaining to the effectiveness and well-being of the faculty; and for the maintenance and review of the curriculum. The Academic Vice President and Dean of the Faculty appropriately uses aggregate IEQ information about teaching effectiveness in interactions with various administrative offices, academic services and other departments of the College and in order to represent the collective interests of the faculty, as is part of the Academic Vice President and Dean of the Faculty’s responsibility.
The Academic Vice President and Dean of the Faculty also appropriately uses the IEQs of each Division Chair in ways paralleling the Program Chair’s and Division Chair’s use of faculty colleagues’ IEQ information, i.e. in a collaborative effort—as a topic for discussion, as confirmation of other information, as evidence for or against teaching effectiveness, to formulate questions and make joint plans for improvement in teaching, and to guide subsequent discussion about progress.
The Academic Vice President and Dean of the Faculty may appropriately review collaboratively with a Division Chair summary reports for individual faculty teaching in the division.
The Academic Vice President and Dean of the Faculty is responsible for educational programs, support services, and faculty’s professional development. The Academic Vice President and Dean of the Faculty appropriately uses aggregate IEQ information to evaluate teaching, support services, and programs, so long as the information is considered as one of a number of diverse sources of information.
Appropriate written records of access, use and response to summary reports must be maintained, and must be made available to relevant faculty upon request.
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Faculty Status Council (FSC)
The FSC is collectively responsible for evaluating faculty members subject to probationary, tenure, and promotion reviews. Summary analyses of the IEQs from the OIRA form a mandatory component of the file presented by and for each candidate for such reviews.
The FSC appropriately uses an individual faculty member’s IEQ information as one of several diverse sources of information. For the various types of review, the other components of the candidate’s file are as described in the Faculty Manual. (IEQ summary analyses inform the letters submitted by the Dean of Curriculum and Student Learning and the Division Chair, in addition to forming a section of the file in their own right.) IEQs serve the FSC as a stimulus for discussion, as confirmation of other information, and as evidence of student perceptions regarding teaching effectiveness.