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Faculty Guide to Open Educational Resources (OER): § 3.9.3 Criteria for the Evaluation of Faculty Performance

For Faculty Undergoing Review

Sometimes it can be challenging to discern whether and how a certain activity may be understood as scholarly work. The following are taken from the Faculty Handbook and aim to aid colleagues going up for review. Faculty are encouraged to apply these criteria (§ 3.9.3) and the evidence you provide (§ 3.9.4) to demonstrate how you meet the standards for reappointment and promotion (§ 3.9.5, § 3.9.8, and § 3.9.9) and standards for tenure (§ 3.9.7).

Teaching

§ 3.9.3.1 Content Expertise: "Successful teaching faithfully presents a discipline or an interdisciplinary framework--in the current state of its development--to students through a faculty member's own interpretative and evaluative perspective."

§ 3.9.3.1 Course Design: "The careful selection of course content, sequencing of learning experiences, identification and development of effective course materials, and crafting of laboratory exercises, individual and group activities, writing assignments, examinations, etc. all facilitate students' learning... [S]uccessful teaching requires the renewal of existing courses and the preparation of new ones."

 

Research or Creative Activity

§ 3.9.3.4 The Scholarship of Integration "involves the critical evaluation, synthesis, analysis, integration, or interpretation of the research or creative work produced by others."

Boyer (p. 18) "underscore[s] the need for scholars who give meaning to isolated facts, putting them in perspective. By integration, we mean making connections across the disciplines, placing the specialties in larger context, illuminating data in a revealing way, often educating nonspecialists too..."[It is] serious, disciplined work that seeks to interpret, draw together, and bring new insight to bear on original research.

§ 3.9.3.4 The Scholarship of Application "involves applying disciplinary expertise or the results of existing scholarship (produced by oneself or others) to the investigation or solution of intellectual, social, or institutional problems."

Boyer (p. 22-23) states that "[t]o be considered scholarship, service activities must be tied directly to one's special field of knowledge and relate to, and flow directly out of, this professional activity. Such service is serious, demanding work, requiting the rigor--and the accountability--traditionally associated with research activities."

§ 3.9.3.4 The Scholarship of Teaching "involves the use of one's expertise as a teacher to develop, transform, and extend the skills, methodology, and resources of pedagogy in artistic, disciplinary, or interdisciplinary teaching. It includes research and other creative work that focuses on the improvement of teaching and learning such as developing new pedagogies or pedagogical models that can be applied not only at Redlands but elsewhere in one's field." 

§ 3.9.3.4 Peer Commentary and Review. "At the time of review, the University expects all members of the faculty--no matter which of the above categories of professional development characterizes their work--to produce tangible evidence of their ongoing research or artistic endeavor that has received favorable comment from disciplinary peers."

"Effective peer review can occur in many different ways, within and across disciplines, ranging from informal conversations (or e-mail exchanges) to written comments."

Service

§ 3.9.3.5 Service. "As participants in the work of our academic community, faculty members... enhance the long-term well being and the common good of their departments, schools, college, and the University as a whole... For the purposes of evaluation, effective service is defined as applying one's time, talents, and energy to perform or assist others in performing the necessary work of... development and oversight of curriculum, and other extra-curricular activities."