Academic Faculty Evaluation

Purpose: Academic Faculty members are evaluated by students at the conclusion of each semester, during which they have taught a course to assess whether they are teaching the content area specified, and that the methods used are effective for student learning.

Standards for evaluation of Academic Faculty by students address the following areas, utilizing a 1 - 5 Likert Scale:

1. Embodies MTSA’s mission and goals. 
2. Communicated availability for interaction. 
3. Available for communication within the boundaries set.  
4. Facilitated an approachable environment for all students.  
5. Presented clinically relevant experiences to assist in my understanding.  
6. Provided timely feedback.  
7. Feedback was constructive.  
8. Used class time productively.  
9. Communicated timely course expectations for assignments and exams.  
10. Encouraged student questioning of new ideas or ways of thinking.  

In addition, the student is requested to give an evaluation of any guest lecturer who participated in this course.

Students also evaluate each course in the following areas, utilizing a 1-5 Likert Scale: 

1. The learning activities in the course engaged me in active learning, which may have include interactions with fellow students and faculty.  
2. Opportunities for collaboration and teamwork with peers were evident in this course.  
3. This course provided me with multiple methods to learn content. Examples include: Classroom presentation/discussion, podcast, videos, text, articles, guest lecture.  
4. The time required for me to be successful in this course was consistent with the credit hour allocation.  
5. The course content was consistent with the stated learning outcomes. 
6. The content presented in this course challenged me to think critically.  
7. Please provide constructive feedback on the course strengths and areas to improve students learning.  

PROCEDURE:

Procedure for Evaluating Full-Time and Part-Time Academic Faculty:

The Program Administrator/Director: 

1. Supervises the collection of all course outlines of all academic faculty members.
2. Supervises the collection of samples of all tests given by each instructor in each course.
3. Directs the preparation and distribution of grades as indicated.
4. Directs the distribution and collection of the faculty self-evaluations.
5. Directs the distribution and collection of the results of the student evaluations of the academic courses/instructors.
6. Oversees scheduling of classes and may visit the classroom of any instructor.
7. Reviews the above material on at least an annual basis.
8. Performs an evaluation of faculty members on an annual basis, utilizing the collected materials.

Frequency:

• Full-time and Part-time Faculty evaluation, notification, and agreement renewal is on an annual basis.
• Faculty members teaching in multiple semesters will have evaluations by students at the termination of each semester, which are reviewed by the Evaluation Committee. However, notification per letter is done on an annual basis.

Review:

The Evaluation Committee meeting each semester may make recommendations regarding faculty status to the Program Administrator/Director. Evaluation Committee members will have access to composites of faculty evaluations by students. Any academic faculty member may see his/her own composite of student evaluations, which are kept in the office of the Registrar.

Access to records: To protect student anonymity, academic instructors have no access to student academic evaluations directly. However, they may have access to the summary of the students' evaluations. No faculty member (exclusive of full-time faculty who are members of the Evaluation Committee) or clinical preceptors/supervisors/instructors (exclusive of Clinical Coordinators), may inspect the records or evaluations of another faculty member without the other faculty member's written consent.

Faculty Self-Evaluation

Faculty members in MTSA’s DNAP Programs will complete self-evaluations annually. These evaluations will be characterized by the six standards of excellence in scholarship, listed below, as defined by Boyer:

• Clear goals
• Adequate preparation
• Appropriate methods
• Outstanding results
• Effective communication
• Reflective critique

Additionally, the curriculum of MTSA’s CRNA DNAP Completion Program reflects Boyer’s four “separate yet overlapping”* meanings of scholarship: the scholarship of discovery [including research], the scholarship of integration [including using an interdisciplinary extension of current practice beyond the boundaries of the present], the scholarship of application [including service], and the scholarship of teaching [including a reflection on one’s teaching methods and student outcomes, comparing them to a study of the literature about teaching, and a willingness to try new things.]

^{*Boyer, EL. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NH: Carnegie Foundation for the Advance of Teaching, 1990.}