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Gallaudet University Biology Program

Department of Science, Technology, & Mathematics (STM)


Faculty Evaluation Criteria for
Reappointment Merit Increase, Promotion and Tenure
Revision Date: September, 2016
This document was prepared by the faculty of the STM Biology Program and presents the evaluation
procedure and standards of performance to be used for the following personnel actions: reappointment,
merit increase, promotion and tenure. It is intended to reflect the standards outlined in the University
Faculty Guidelines of Gallaudet University and in the Mission of the Biology Program.
1.

Mission of the Biology Program


The mission of the Biology Program is to provide a high quality educational experience in the
biological sciences to undergraduate students in a bilingual environment. The curriculum offered by
the program requires that students develop competence in the use of modern biological techniques
and in the analysis, interpretation and presentation of data. The program prepares students to make
contributions to diverse communities and a multicultural world beyond Gallaudet as educators,
researchers, professionals and citizens. (2014-2015 Gallaudet University Undergraduate Catalog)

2.

Goals of our Faculty Evaluation Process


Our faculty evaluation process both objectively and subjectively 1) examines the accomplishments
within the evaluation period, 2) identifies areas of faculty excellence, 3) reflects on areas of potential
improvement, and 4) provides for constructive dialogue between the faculty member and the
Biology Program Director and the STM Chair.
The University Faculty Handbook describes requirements of faculty in the areas of teaching,
scholarship/creative activity/research, service, ASL proficiency, and professional integrity. Faculty
members are responsible for reading the University Faculty Handbook.

3.

Requirements
Reappointment
Faculty applying for reappointment must submit a List of Accomplishments in Teaching,
Scholarship and Service, aligned with the rubric below, to the Program Director by the deadline
(see the Deadlines section, below). Faculty must also complete their portion of a full portfolio
and make arrangements with the Program Director to undergo Classroom Observations (see
Portfolio and Processes, below). Faculty must meet every criterion in the Required column for
Teaching, Scholarship and Service, which is necessary to obtain a Satisfactory rating in all
categories of the Biology Program Faculty Evaluation Rubric. Faculty must meet the
Universitys standards for ASL proficiency and professional integrity. The Program Director will
make arrangements for the faculty to undergo Peer Evaluation (see Portfolio and Processes,
below). Finally, for the second year and beyond, our program requires a total score of at least six
(6) Summary points for reappointment (see Table 1, Summary Points, below.)
Failure to meet this minimum standard of performance will result in non-reappointment as
outlined in the University Faculty Handbook.

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Merit Increase
Faculty applying for a Merit Increase must submit a List of Accomplishments in Teaching,
Scholarship and Service, aligned with the rubric below, to the Program Director by the deadline
(see the Deadlines section).
Promotion & Tenure
Faculty applying for promotion or tenure must submit a List of Accomplishments in Teaching,
Scholarship and Service, aligned with the rubric below, to the Program Director by the deadline
(see the Deadlines section). Faculty must also complete their portion of a full portfolio and make
arrangements with the Program Director to undergo Classroom Observations (see Portfolio and
Processes, below). Faculty must meet every criterion in the Required column for Teaching,
Scholarship and Service, which is necessary to obtain a Satisfactory rating in all categories of
the Biology Program Faculty Evaluation Rubric. Faculty must meet the Universitys standards
for ASL proficiency (UF Handbook 3.1.2.4; 6.8) and Professional Integrity (UF
Handbook 3.1.2.5; 7.2.5). The Program Director will make arrangements for the faculty to
undergo Peer Evaluation (see Portfolio and Processes, below). Finally, Faculty must meet these
minimum scores on their D-RE covering the period of evaluation:
Lecturer II: Four (4) Summary Points as required by the UF Handbook 8.4.6.6.
Senior Lecturer: Four (4) Summary Points as required by the UF Handbook 8.4.6.6.
Assistant Professor: Six (6) Summary Points as required by the UF Handbook 7.4.6.4.
Associate Professor and/or Tenure: Six (6) Summary Points as required by the UF Handbook
8.4.6.4 and four (4) peer-reviewed journal publications.
Full Professor: Seven (7) Summary Points and four (4) additional peer-reviewed journal articles
published after tenure.
Table 1: Summary Points
Points

Teaching

Scholarship

Service

Unsatisfactory

Unsatisfactory

Unsatisfactory

Satisfactory

Satisfactory

Satisfactory

Commendable

Commendable

Commendable

Outstanding

Outstanding

Outstanding

Example: If faculty member A obtains a Satisfactory rating in teaching, a Commendable rating


in scholarship and a Satisfactory rating in service during the first year, faculty As Summary
Point total would equal 4.
4.

Portfolio and Processes


Preparation of the D-RE
The faculty member being evaluated is responsible for submitting a List of Accomplishments in
the three areas of evaluation to the Biology Program Director by an appropriate deadline
designated by the Program Director. For each of the three areas of evaluation (Teaching,
Scholarship, and Service) the faculty member being evaluated is responsible for preparing the list
of relevant activities and aligning them with the Biology Program Faculty Evaluation Rubric,

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below. The faculty member being evaluated is also expected to score items listed according to
the Biology Program Faculty Evaluation Rubric. During the faculty members first and second
year of appointment, it is routine that the Program Director gives feedback on the List of
Accomplishments in these sections as the faculty member being evaluated becomes familiar with
the rubric. By Year 3, it is expected that the faculty member is independently able to list their
accomplishments and align them with the Biology Program Faculty Evaluation Rubric
categories. The Program Director will then use the List of Accomplishments to complete the
D-RE. If Peer Evaluation is required for the personnel action, the Program Director will
coordinate this (see Process of Peer Evaluation, below) and summarize the evaluation
committees decision on the D-RE. Finally, the Program Director and Department Chair will
submit the final D-RE and any required supporting materials and forms to the Dean according to
the UF Handbook 7.7, Procedures.
Deadlines
Action

Due to Program

Due to the CAS Dean


(per UF Handbook
8.2.3)

First year reappointment

January 11

February 1

Second year
reappointment

October 11

November 1

Third-Sixth year
reappointment

February 8

March 1

Merit Increase

March 26

April 15

Promotion

February 8

March 1

Tenure

November 10

December 1

Preparation of the Portfolio


For certain personnel actions (specified in Requirements, above) the faculty member will create
an online portfolio according to the instructions on the Provosts website
(http://www.gallaudet.edu/academic-affairs/resources/faculty-forms.html). The online portfolio
should consist of the materials listed here:
a. A summary of student evaluations with summary scores prepared by Biology Program
staff.
b. All D-REs completed within the evaluation period.
c. A copy of relevant documentation related to the UF Handbook 7.8, American Sign
Language Proficiency and Classroom Discourse.
d. A copy of the letter of initial appointment.
e. A curriculum vitae (CV) in the University-required format. (CV guidelines are presently
published on the Provosts website at
http://www.gallaudet.edu/academic-affairs/resources/faculty-forms.html).
f. Course syllabi, publications and creative works, letters of recommendation (for tenure
only), and letters documenting participation on committees or contributions to
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professional activities relevant to the application.


Process of Classroom Observation
For specific personnel actions (specified in Requirements, above), faculty will undergo
classroom observation(s). Only STM Department members holding tenure shall perform
classroom observations for tenure applications. Only Lecturer II and above or Assistant
Professors or above may perform classroom observations for promotion applications to Lecturer
II. Only Senior Lecturers or Associate Professors or above may perform classroom observations
for promotion applications to Senior Lecturer or Associate Professor. Only full Professors may
perform classroom observation for promotion applications to full Professor. The faculty member
being observed should, upon request, provide the observer with a copy of the course syllabus and
any other requested course materials. The observer will make arrangements with the faculty
member being evaluated to attend one class period and will fill out the universitys standard
Class Observation form, which will be returned to the Program Director. After the observation,
the observing faculty will meet with the faculty who was observed to provide feedback. The
report itself will not be shared with the faculty member who was observed.
Process of Peer Evaluation
For specific personnel actions, faculty will be evaluated both objectively and subjectively by a
committee of peers from the Biology Program. Only faculty holding tenure may serve on a peer
evaluation committee for tenure applications. Only Lecturer II and above or Assistant Professors
or above may serve on a peer evaluation committee for promotion applications to Lecturer II.
Only Senior Lecturers or Associate Professors or above may serve on a peer evaluation
committee for promotion applications to Senior Lecturer or Associate Professor. Only full
Professors may serve on a peer evaluation committee for promotion applications to full
Professor.
If there is an even number of eligible Biology program faculty at the time of peer evaluation, an
eligible faculty from another STM program will be recruited to serve on the peer evaluation
committee.
The Program Director will provide faculty peer evaluators with a copy of the List of
Accomplishments prepared by the faculty member, the faculty online portfolio, completed
Classroom Observation forms for the period of evaluation, and the universitys standard Peer
Evaluation form. Completed Peer Evaluation forms will be returned to the Program Director.
The Program Director will then call a meeting of the peer evaluation committee and the STM
Chair to discuss and vote on a decision. Individual peer evaluation forms are confidential and
cannot be shared with the faculty member being evaluated. Finally, the Program Director will
then summarize the conclusions of the peer evaluation committee on the D-RE. This summary
will then be shared with the peer evaluation committee for review and approval.
Subjectivity
Subjective components of the faculty evaluation include student feedback on the course
evaluation forms, classroom observations, quality of publications or presentations, firsthand
observations of the faculty member, and overall effort. Subjective components of the evaluation
can change the overall rating of Unsatisfactory, Satisfactory, Commendable or Outstanding on
the final D-RE for all faculty actions. The Program Director and STM Chair may also weigh in
with documented praise or complaints from students or other units, and other variables affecting
performance such as attendance. Other subjective components such as degree of participation
and contribution to a faculty committee can be evaluated based on the letters substantiating the
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efforts of the faculty member.


Appeal Process
Faculty members may appeal a non-reappointment, non-promotion or denial of tenure decision
to the Dean, the Provost, the Grievance Committee and then President as outlined in the
UF Handbook 13.2.
5.

Revisions to these Faculty Evaluation Criteria


The information in this document is subject to change by majority vote of full Professor faculty in
the Biology Program. If there is an even number of full Professor faculty at the time of revision, a
full Professor from another STM program may participate and vote on revisions. The changed
document will be distributed to Program faculty in a timely fashion.

6.

Scope of these Faculty Evaluation Criteria


The UF Handbook is subject to change independently of these Faculty Evaluation Criteria. If there
are changes to the UF Handbook or to university forms or administrative processes, the original
intent of these Faculty Evaluation Criteria will continue until revised accordingly. Changes to the UF
Handbook, to forms, or to administrative processes do not invalidate the processes outlined in these
Faculty Evaluation Criteria.
The roles of the Program Director or Department Chair, as outlined in this document, may also be
assigned to a proxy under some circumstances, for example in the case of absence or illness.

7.

Biology Program Faculty Evaluation Rubric


Instructions
Accomplishments should be aligned with their closest matching item in these rubrics. In some
cases, an accomplishment may fit more than one item, sometimes from different rubrics; choose
one and only one item. Tally the scores, and divide the score by the number of academic years
included in the period of evaluation. If the period of evaluation is only one semester, as it is for
first year reappointment, then the score should be multiplied by 2.
Example: Faculty A mentored students over the summer. This accomplishment fits either T1.2
or S1.2b. Faculty A can only claim one of these as part of his or her total.

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Teaching Rubric Points


1. General
Teaching
Responsibilit
ies

Required

1 point each

2 points each

Meet with all classes regularly


and promptly.

T1.1 Develop review material for


supplemental instructors or
mentor supplemental instructors.
Subjective modifiers include the
extent and quality of the review
materials.

T1.2 Supervise and mentor


student interns from Gallaudet or
other universities for at least 4
weeks during the summer. (Only
counted once regardless of the
number of interns; This item may
be applied to Service or Teaching
see item S1.2b).

T3.1 Receive a scaled average


rating of 3.5 or better (on a
5-point Likert scale) on a
composite of all student and
summer intern feedback forms.
Subjective modifiers include
documented praise or complaints
from students.

T3.2 Receive a scaled average


rating of 4 or better (on a 5-point
Likert scale) on a composite of all
student and summer intern
feedback forms. Subjective
modifiers include documented
praise or complaints from
students.

Meet with all classes during the


Registrars assigned final exam
period.
Arrive to class prepared.
Develop and follow clear and
reasonable expectations for
student performance outlined in
the syllabus.
Be knowledgeable in the content
area being taught and teach
accurate and up-to-date
information. (see UF
Handbook 5.1.4)
Provide clear and organized
teaching materials that are up to
professional standards. Present
information clearly.
Exhibit effective classroom/lab
management.
Maintain grade book and records
of student attendance using
Starfish.
Provide the Registrar with grade
reports for all courses by the
deadline.
Use Blackboard for posting
course materials, assignments and
grades.

2. Availability
to Students

Be available for in-person


consultation with students four
days per week.
Keep published office hours (6
hours per week minimum).
Respond to student emails
generally within one business day.

3. Course
Evaluations

Receive a scaled average rating of


3 or better (on a 5-point Likert
scale) on a composite of all
student and summer intern
feedback forms. Subjective
modifiers include documented
praise or complaints from
students.

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4. Course
Course syllabi meet all university
Development requirements for syllabi. Course
learning objectives are clearly
stated and aligned with
department and university SLOs.

T4.1a Teach an overload course


with or without overload pay.

5. Learning
Experiences

T5.1a Provide one or more


learning experiences that enhance
the classroom experience
(supervise field trips or arrange
external guest lecturers). (capped
at 2 points per year). Subjective
modifiers include the extent and
quality of the classroom
experience.

Provide students with some active


learning activities. (First and
second-year faculty should
document efforts to adopt active
learning strategies).

T4.2a Develop a new course


(idea, syllabus and materials).
Subjective modifiers include the
T4.1b Teach an independent
study course or provide research extent of and quality of course
experience with or without course development.
credit (e.g. BIO 296, 396, 496)
T4.2b Supervise and assume
(capped at 1 point per semester). accountability for
adjunct/temporary faculty
T4.1c Teach an existing course
teaching courses and prepare
that she/he has not taught in the
regular reports on their progress.
past five years.
Subjective modifiers include the
extent of supervision.
T5.2 Offer exceptional learning
experiences or opportunities for
students (e.g. trips to other states
or countries to study the flora and
fauna). Subjective modifiers
include the extent and quality of
the classroom experience.

T5.1b Present a guest lecture for a


course internal or external to the
institution.
6. Curriculum
Assessment

Record and provide assessment


data to the program as required.

T6.1 Develop new curriculum


assessments that are based on
program student learning
outcomes. Subjective modifiers
include the complexity of
development and the impact of
this new assessment.

T6.2 Serve as Assessment


Coordinator for the program.
Subjective modifiers include
performance as Assessment
Coordinator, including quality
and timeliness of required reports.

7. Pedagogy

Participate in
University-sponsored Fall and
Spring Faculty Development Day
training workshops to improve
teaching effectiveness (Note:
some faculty may have excused
absences approved by the
Program Director for conflicting
activities of an important nature).

T7.1 Attend a conference for


professional development related
to teaching (capped at 1 point per
year). Subjective modifiers
include the relevance and rigor of
the conference.

T7.2 Plan an initiative that will


have a major impact on student
learning, or can be used as an
innovative learning technique or
results in the development of
materials useful in the discipline
or across disciplines. Subjective
modifiers include the extent,
impact, and quality of the
initiative, and the time investment
it required.

T8.1 Complete a special project


related to teaching that does not
match any other rubric item and
required a commitment of 20-39
hours. Subjective modifiers
include evaluating whether the
project should have taken 20-39

T8.2 Complete a special project


related to teaching that does not
match any other rubric item and
required a commitment of 40 or
more hours. Subjective modifiers
include evaluating whether the
project should have taken >40

8. Special
Projects

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hours to complete and the quality hours to complete and the quality
of the product(s).
of the product(s).
Criteria for the Teaching Category
The following point values for the Teaching category are used to determine the rating. Subjective review of different
components such as quality and type of learning experiences can change a rating of Unsatisfactory, Satisfactory,
Commendable or Outstanding
Satisfactory: Meet every criterion in the Required column
Commendable: 5-8 rubric points
Outstanding: >8 rubric points

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Scholarship/Creative Activity/Research Rubric Points


Required

1 point each

1. Plan and
Conduct
Research

Plan and conduct independent or


collaborative research in teaching
or STEM. (This may be ongoing
graduate school or post-doctoral
research project)

R1.1 For each research


conference(s) attended related to
the discipline (note that
conferences related to teaching are
in the teaching section). Subjective
modifiers include the relevance and
rigor of the research conference.

2. Research
Funding

Compile a list of external funding R2.1a For each application for


sources
external grant funding as a
collaborator or co-investigator.
Subjective modifiers include the
time investment, potential impact
and agency submitted to.

2 points each

R2.2a For each new externally


funded grant awarded as a
collaborator, team member, or a
principal investigator. Subjective
modifiers include the time
investment, size, type and impact of
R2.1b For each ongoing externally the funded grant.
funded grant administered as a
R2.2b For each application for
principal investigator. Subjective external grant funding as a
modifiers include the time
principal investigator. Subjective
investment, size, and impact of the modifiers include the time
funded grant.
investment, size, type and impact of
the grant.
R2.1c For each new
externally-funded grant received as
a consultant. Subjective modifiers
include the time investment, size,
type and impact of the grant.

R2.1d For each application for


internal grant funding, including
Faculty Development grants, as a
principal investigator. Subjective
modifiers include the time
investment, size, type and impact of
the grant.
R2.1e For each internally funded
grant awarded as a principal
investigator. (A faculty member
who has more than one grant may
count all on-going grants).
Subjective modifiers include the
time investment, size, type and
impact of the funded grant.
R2.1f For each pre-proposal for
external grant funding as a
principal investigator. Subjective
modifiers include the time
investment, size, type and impact of
the grant.

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3. Publication / Perform data collection for internal R3.1a For each manuscript
Dissemination reports, publication or future grant submitted to a peer-reviewed
applications. Subjective modifiers journal during the review period
include the apparent effort into,
(provide the submission receipt
and impact of these activities.
from the journal). Subjective
modifiers include the quality of the
work submitted.
R3.1b For each platform or poster
presentation for meetings internal
to the University. Subjective
modifiers include the quality of the
work presented.
R3.1c Author a technical report.
Subjective modifiers include the
quality and impact of the technical
report, as well as the contribution
relative to other co-authors.

4. Advisory &
Consultant
Roles

R4.1a Serve as an advisor on an


advisory board, consultant, or
mentor on a grant related to
educational or STEM issues.
Subjective modifiers include the
time commitment and the impact of
this activity.

R3.2a For each peer-reviewed


journal article published during the
review period. Subjective modifiers
include the impact factor of the
journal and the contribution
relative to other co-authors.
R3.2b For each platform or poster
presentation for meetings external
to the University. Subjective
modifiers include the relevance and
prestige of the conference and the
contribution relative to other
co-authors.
R3.2c Publication of a book or
extensive monograph may be
considered equivalent to several
individual articles, depending on
the faculty members contributions.
Subjective modifiers include the
quality and impact of the work, as
well as the contribution relative to
other co-authors.
R4.2 Lead or chair an advisory
committee on a grant related to
educational or STEM issues.
Subjective modifiers include the
time commitment and the impact of
this activity.

R4.1b Active role in a grant


agency site visit. Subjective
modifiers include the time
commitment and the impact of this
activity.
5. Special
Projects

R5.1 Completion of a special


project related to
scholarship/creative
activity/research that required a
commitment of 20-39 hours.
Subjective modifiers include
evaluating whether the project
should have taken 20-39 hours to
complete and the quality of the
product(s).

R5.2 Completion of a special


project related to
scholarship/creative
activity/research that required a
commitment of 40 or more hours.
Subjective modifiers include
evaluating whether the project
should have taken >40 hours to
complete and the quality of the
product(s).

Criteria for the Scholarship/Creative Activity/Research Category


The following point values for the Scholarship/Creative Activity/Research category are used to determine the rating.
Subjective review of different components such as quality and type of publication can change a rating of Unsatisfactory,
Satisfactory, Commendable or Outstanding.
Satisfactory: Meet every criterion in the Required column
Commendable: 5-8 rubric points
Outstanding: >8 rubric points

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Service Rubric Points


Required
1. Service to
Students

1 point each

Beginning in Year 2 of
S1.1a Serve as an advisor to a
appointment: Serve as an academic student club or organization.
advisor to biology major(s),
Subjective modifiers include the
including demonstrating a clear
amount of time involved and the
understanding of the information impact of this activity.
needed in the advising process
S1.1b Participate in a masters or
including GSR and major
doctoral dissertation committee
requirements, procedures for the without course release. Subjective
registrars office, independent
modifiers include the amount of
study, etc. Subjective modifiers
time committed and the quality of
include the number of advisees and participation.
the amount of time committed to
this service.

2 points each
S1.2a Supervise and assume
accountability for student adjuncts
and assistants teaching courses and
prepare regular reports on their
progress.
S1.2b Supervise student interns
from Gallaudet or other universities
for at least 4 weeks during the
summer. (This item may be applied
to Service or Teaching see item
T1.1b)

Assume rotating responsibility with


other program/departmental faculty
for activities such as presentation
of program/departmental awards on
Awards Day, attendance at
Scholars dinners, scoring of senior
assessment products, luncheons,
etc Subjective modifiers include the
amount of time committed to this
task and the quality of
contributions.
2. Honors
Program

S2.1a Serve as a faculty second


reader for a students Honors
thesis.

S2.2 Serve as a faculty mentor for a


students Honors thesis or serve on
the Honors Council.

S2.1b Provide an Honors course


option.
3. Recruitment Participate in any university wide
and Retention mandates to support recruitment
and retention (e.g. Open Houses,
Starfish, Supplemental Instruction,
first year student activities)

S3.1 Participate in student


recruitment or retention activities,
that go above and beyond the
required amounts such as:
academic bowls, providing tours,
extensive meetings with potential
students, recruitment efforts
off-campus, etc

S3.2 Participate in student


recruitment or retention activities
that are extraordinary. Subjective
modifiers include documentation of
time involved and impact on
recruitment.

4. Program/
Department
Service

S4.2 Coordinates or chairs a


labor-intensive departmental
activity (hiring committee, major
CUE proposal, assessment,
laboratory, multi-sectional course,
internships or other). Subjective
S4.1b Participates in (but does not modifiers include quality of
products/participation and time
chair) a labor-intensive
committed.
departmental activity (hiring

Be on campus and available during S4.1a Prepare and/or participate in


the week prior to the beginning of activities that enhance the
classes.
department or program. Subjective
modifiers include quality of
Attend day-long program and
products/participation and time
department meeting at the
committed.
beginning and end of each
semester.
Attend and actively participate in
all regularly scheduled program
and department meetings during
the semester.

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committee, major CUE proposal,


assessment, laboratory,
multi-sectional course, internships
or other). Subjective modifiers
include quality of

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products/participation and time


committed.
S4.1c Mentor new faculty
member(s) and provide feedback
on teaching or research; provide a
report on progress. Subjective
modifiers include quality of
feedback and time committed.
5. University
Service

S5.1a Serve on a standing faculty


committee. S ubjective modifiers
include the amount of time
committed and the quality of
participation.
S5.1b Serve on an official
University committee. or ad hoc
committee. Subjective modifiers
include the amount of time
committed and the quality of
participation.
S5.1c Serve on other University
special projects. Subjective
modifiers include the amount of
time committed and the quality of
participation.

6. Professional
Service

S5.2a Actively participate in


planning and implementing a
University-wide Professional Day
activity. Subjective modifiers
include the amount of time
committed and the quality of
participation.
S5.2b Chair a University faculty
committee or university task force.
Subjective modifiers include the
amount of time committed and the
quality of participation.

Maintain membership in a national S6.1a For each service as a peer


organization relevant to the biology reviewer for an internal grant.
field or the university teaching
(capped at 2 points per year).
profession.
Subjective modifiers include the
amount of time committed and the
[what about being a judge for
student presentations? At UMBC?] quality of the review.

S6.2a Chair local, regional, or


national committee(s) serving the
deaf community or related to the
STEM fields. Subjective modifiers
include the amount of time
committed and the quality of
S6.1b Serve as an invited panelist participation.
at a workshop or conference
S6.2b For each service as a peer
(capped at 2 points per year).
reviewer for an external grant
Subjective modifiers include the
(capped at 4 points per year).
amount of time committed and the Subjective modifiers include the
quality of participation.
amount of time committed and the
S6.1c Serve on local, regional, or quality of the review.
national committees serving the
deaf community or related to the
STEM fields. Subjective modifiers
include the amount of time
committed and the quality of
participation.

7. Special
Projects

S6.2c For each service as a peer


reviewer or an editor for a book or
journal (capped at 4 points per
year). Subjective modifiers include
the amount of time committed and
the quality of the review.

S7.1 A special project related to


S7.2 A special project related to
service that required a commitment service that required a commitment
of 20-39 hours to
of 40 or more hours to complete.
complete.Subjective modifiers
Subjective modifiers include
include evaluating whether the
evaluating whether the project
project should have taken 20-39
should have taken >40 hours to
hours to complete and the quality complete and the quality of the
of the product(s).
product(s).

Criteria for the Service Category


The following point values for the Service category are used to determine the rating. Subjective review of different

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components such as the amount and quality of effort on a committee can change a rating of Unsatisfactory, Satisfactory,
Commendable or Outstanding.
Satisfactory: Meet all criteria in the Required column
Commendable: 5-8 rubric points
Outstanding: >8 rubric points

Biology Program Faculty Evaluation Criteria

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