Faculty Self-Evaluation for the Calendar Year ______

FACULTY SELF-EVALUATION FOR CALENDAR YEAR UNDER REVIEW (CYUR)2016

From: ______(name)

Lyman Briggs College

Completion of this self-evaluation form (and especially its substantive essays) is rewarding on several levels. Most directly, high-quality responses may help you maximize your annual merit raise. Also, your future performance may likely benefit from the metacognitive analysis that this process facilitates. Even further, sharing your scholarly teaching practices and research and service contributions with other LBC faculty and the Dean’s Office helps to shape the strategic directions of the College and provides valuable text for College- or University-wide assessment and accreditation documentation.

Instructions

1. Complete this form, taking care to cross-reference if you are describing a single effort in more than one place. If at any point you are asked to provide only a number and you feel that the number does not adequately capture the amount of effort you extended, please feel free to add an explanatory statement. For all self-reflection sections, be sure to provide essay answers about what you tried, why you tried it, what transpired, and what you will do next (lists are not sufficient). Please refer to the LBC Faculty Evaluation Procedures document available on the LBC website as well as the descriptions below for appropriate supporting materials and be sure to clearly refer to these materials in your narratives. LBC SALG data files for CYUR 2016 already have been supplied to you by an Associate Dean.

2. All of your annual review materials are due by the close of business on Friday, February 3, 2017.

3. Submit electronically to LBC HR Director Heather Bentley ()and to all members of your 1/2PC:

A. this completed form as a PDF file;

B. an updated PDF copy of your CV on which you have highlighted, with your word processing software’s highlight tool, the activities from the CYUR;

C. all of your supporting materials from the CYUR in three separate PDF files with a table of contents (or in three separate folders with clearly named or numbered file)

1. Supporting Materials for Teaching (a through d below are required)

a. all course syllabi

b. one aligned assessment and resulting student work samples from one course highlighting success in achieving one course learning goal

c. all LBC SALG files (included numerical scores and open-ended responses)

d. all SIRS (or equivalent) files for non-LBC courses

e. any additional files you wish to include: e.g., key handouts, assignments, lab manuals, rubrics, awards/certificates of recognition, etc.

2. Supporting Materials for Research(a is required)

a. all publications

b. any additional files you wish to include: e.g., grant proposals, manuscripts under review or in progress, awards/certificates of recognition, etc.

3. Supporting Materials for Service

a. any additional files you wish to include: e.g., outcomes of service, outreach, or engagement, awards/certificates of recognition, etc.

4. In addition, please complete the required 2016 Professional Accomplishments survey at:

Percent appointment for CYUR

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TEACHING

All LBC Faculty must fully complete this section.

I. Classes taught (include independent studies, study abroad, and in a joint department)

Self-reflection on your teaching: Please provide reflection and evidence of your success relative to each of the following topics, which are directly derived from the BAC Teaching Evaluation Rubric. Write your essays here and not in another document. When you refer to content in your Supporting Materials for Teaching file, please identify the page number where each new element begins.

II. Discuss your in-class practice (lesson plans, teaching practices, pedagogy used in class meetings)

A. Teaching load: credits, class size, and number of sections, preparations, TAs, LAs, and labs

B. Classroom performance and instructional materials, based on “scholarly teaching[1]” methods; this includes course content, organization, and presentation (optional/additional feedback) (submit all of your course syllabi)

C. Effortsto “bridge the two cultures” and nurture an inclusive teaching environment

III. Give evidence of your students’ learning gains (evidence that your students learned)

A. Evidence of student learning relative to a course goal (e.g., identify the specific learning goal stated in your syllabus, annotate the assignment/assessment/activity that promotes or documents mastery of that goal, and annotatesamples of student work to show the degree of progress toward mastery)

B. Student course evaluations (SALG instrument, optional/additional feedback); include all LBC SALG files for each LBC course taught and all SIRS (or equivalent) files for each non-LBC course taught; please use the “Summary of SALG Numerical Scores for CYUR 2016” template to report all of your SALG numerical scores for each course in a single table; this will greatly help you, your 1/2PC, and BAC recognize patterns in your scores

C. Inside or outside-of-class student scholarship which may include, but is not limited to: Honors options; thesis oversight; mentoring; undergraduate research, independent studies, etc.

IV. Discuss your pedagogical development (evidence that professional development occurred)

A. Institutes, workshops, and programs attended/led relevant to instruction

B. Experimental instruction techniques or other course innovations

C. Contributions to course and curriculum development at College level

IV. Mention ways in which you “go beyond” (all other material that you believe is germane which may include, but is not limited to)

A. Awards related to teaching and learning

B. Grants and publications that directly impact course instruction (can apply here or in Research)

C. Innovative study abroad/away experiences

RESEARCH, SCHOLARLY ACTIVITIES, AND PROFESSIONAL DEVELOPMENT

OnlyLBC Faculty whose appointments include a research component should fully complete this section.

I. Publication output in CYUR, including (authored or edited) books, chapters in edited books, journal articles, monographs, articles in meeting proceedings, magazine articles, book reviews, research/technical reports, radio/TV programs written, etc. Provide a PDF version of each publication in your Supporting Materials for Research file. If you published a book during CYUR, you may simply submit a PDF version of your cover, title page, and table of contents; you need not submit the entire manuscript.

A. Refereed (provide the full citation and identify the page number of the Supporting Materials for Research file where each new publication begins)

B. Non-refereed (provide the full citation and identify the page number of the Supporting Materials for Research file where each new publication begins)

II. Delivered papers or presentations (please specify if they were invited lectures, conference presentations, plenary talks, talks at MSU, talks at other institutions, etc.)

III. Scholarship-related awards, honors, or special recognition received (describe)

IV. Professional development (professional meetings, workshops, short courses, colloquia, faculty seminar); please list activity and the outcome

V. Grant proposals (indicate internal or external funding organization;proposal title;PI, Co-PIs, senior personnel; duration;amount requested/funded; and status as funded/not-funded/pending)

VI. Professional service (editor, reviewer, convener of conference or conference session)

VII. Other

VIII. Self-reflections on your scholarship: Please firstbriefly summarize your recent research in language accessible to non-specialists. Thenrespond to the following questions about your research during the CYUR. SoTL should be included in this section whether or not you have additional disciplinary research.

A. How would you rate your research progress and impact in the CYUR? What sort of evidence do you have to support these ratings (i.e., how do you measure progress? how do you measure impact?)? Comment on both published work and work in progress.

B. What are your research plans for the coming year? Please include information about forthcoming articles, books, and grant proposals, as well as other scholarly endeavors.

C. What are your long-range (5-year) research plans?

SERVICE, OUTREACH, AND ENGAGEMENT

Only LBC Faculty whose appointments include a service component should fully complete this section.

I. Student advising in CYUR

A. LBC and non-LBC undergraduates for which you are faculty advisory

B. Faculty or staff advisor to which registered student organization(s) (including in LBC)

C. Service on graduate committees (indicate if chair)

D. Other (e.g., number of recommendation letters written, number of students for whom you wrote recommendation letters, career counseling provided)

II. Activities in direct support of LBC in CYUR

A. Participation in LBC committees (indicate if officer)

B. Program or curriculum coordinator

C. Recruitment efforts (e.g.,ADS, informal conversations with prospective students and parents)

D. Other (e.g., attending graduation, supporting development efforts, alumni outreach)

III. Awards, honors, or special recognition received related to service (describe)

IV. College and university committees (indicate if officer)

V. Service in your joint department (if applicable)

VI. Elected or appointed officer in professional organization

VII. Conductor of workshops, speaking engagements, or consultation with lay audiences, participation in activities involving life-long education,service on boards or external committees where professional expertise is the major reason for the faculty or staff members’ participation

VIII. Other

IX. Self-reflection on your service, outreach, and/or engagement: Please discuss what you consider to be the impact of your service/outreach/engagement, your future goals in this area, and the appropriateness of your current service contributions to your career trajectory.

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[1]“Scholarly teaching” here means that instructional practices initially should be based on and explicitly tied to best practices as described in peer-reviewed educational literature, pedagogical workshops, etc. Over time, faculty members instructional practices should evolve based on student and peer assessment data from theiror their colleagues’ courses.