FEP
APPENDIX C:
Suggested Data Collection Procedures
Each portion of the faculty member’s FEP (essential and related areas) can employ any/all of the following methods. The faculty member may choose the method/s that most effectively brings into focus their professional role/s and their performance.
I.
Checklists:
Faculty member
a) establishes goals for activities to be studied.
(i.e.; possible teaching targets could be ways to:
• use collaborative learning methods
• enhance lecture/demonstration skills
• teach to multiple learning styles
• use more active learning methods
b) identifies level of desired accomplishment
c) seeks input from “mentors” for developing methodologies
d) employs desired techniques identified on checksheet
e) evaluates success level via checklist goals
f) shares concerns with evaluation team members
g) employs revised methods as appropriate
h) evaluation team member provide guidance/direction as needed
II.
Conference
Faculty member
a) identifies goals and activities to be examined
b) reviews goals and activities with evaluation team members to develop appropriate modifications as needed
c) evaluation team members provide guidance and direction as needed
III.
Student Skills
Inventories
Faculty member
a) identifies area/s for student improvement
b) establishes goals/performance targets and ways of measurement for student outcomes
c) measures student performance against goals
d) evaluates results and probable causes; summarizes and evaluates results
e) provide guidance and direction as needed
f) evaluates team members
IV.
Observations (video tape
or in-person-visit options)
Faculty member
a) identifies date/time of class to be observed (or videotaped)
b) identifies a member/s of evaluation team to make the observation visit
c) supplies observer w/syllabus and lesson plan before their visit
d) identify appropriate observation evaluation instrument
e) perform observation (videotaping)
f) discuss results of the visit (or video session) with evaluation team
g) identify factors for improvement and the appropriate methods to implement them
V.
Portfolios (or written summary option):
Faculty member
a) identifies areas to be reviewed
b) seeks guidance (if needed) from evaluation team on areas to be included in portfolio
c) researches items, selects samples and writes draft
d) reviews materials in portfolio with evaluation team and targets goals for improvement
* References for developing portfolios:
1) The Teaching Portfolio, Capturing the Scholarship in Teaching.
Edgerton, et al.
A Publication of the AAHE Teaching Initiative.
American Association for Higher Education
Phone: 202/293-6440; Fax: 202/293-0073)
2)
Successful
Use of Teaching Portfolios.
Peter Seldon & Associates, 1993. ISBN: 0-9627042-5-3.
Anker Publishing Company, Inc.
VI.
Questionnaires (must be
used in assessing student input in essential areas to be evaluated)
Faculty member
a) identifies questions to be used (see Appendix D for details)
b) seeks guidance for evaluation team to verify reliability of questionnaire items selected
c) finalizes and administers questionnaires to students in all sections taught or appropriate sample of service area recipients
d) evaluation team uses a “Plus/Delta” method of analysis of reviewed questionnaire and discuss with faculty member
e) develop methods for improvement and a plan to accomplish identified improvements
VII. Pre/Post
Evaluations
Faculty member
a) identifies performance area to be examined
b) develops pre/post evaluation instrument
c) seeks guidance from members of evaluation team to verify clarity of items
d) drafts evaluative instrument
e) administers pre-test
f) proceeds as usual in performance area
g) administers post-test after performance is completed
h) identifies improvement areas
I) seeks guidance from members of evaluation team on improvement areas
j) develops a plan to accomplish identified improvements